Embedded Files
Time 4 Design
Criterion B: Rubric
Criterion B: Rubric
MYP5 Criterion B: Developing ideas
Maximum: 8
At the end of year 5, students should be able to:
i. develop design specifications, which clearly states the success criteria for the design of a solution
ii. develop a range of feasible design ideas, which can be correctly interpreted by others
iii. present the chosen design and justify its selection
iv. develop accurate and detailed planning drawings/diagrams and outline the requirements for the creation of the chosen solution.
Notes for criterion B
In MYP design, a feasible idea is one that the student can create within the allocated time with the tools and facilities available to them.
Examples of “planning drawings/diagrams” for digital design solutions include website navigation maps, interface layout—aesthetic considerations (websites), detailed sketches (graphic design), detailed storyboards (video editing and animations), and so on.
Examples of “planning drawings/diagrams” for product design solutions include scale drawing with measurements (orthographic), part and assembly drawings, exploded drawings, recipes, cutting plans, and so on.
Strand (i)
Students should be presented with this strand in one of the following situations:
• Students have completed objective A and move on to objective B—they have carried out their research and developed a summary of their findings.
• Students are presented a design brief from the teacher, which includes a summary of information with enough detail to write their specifications.
The specification should be directly connected to the Design Brief. Every aspect of a specification must be specific, measurable, achievable, realistic and testable (SMART).
7-8
Mark Band
i) Develop design specifications, which clearly states the success criteria for the design of a solution
What Does This Look Like in Student’s Work?
Develops with detail, a Design Specification which explains (12-15 specifications) a clear measurable success criteria derivedfrom research undertaken, that will be helpful in the success of the final solution
Justifies the importance of each specification criteria with relation to the Design Brief and the success of the final solution.
i) develops detailed design specifications, which explain the success criteria for the design of a solution based on the analysis of the research
Strand (ii)
For both digital and product design, a natural starting place when designing is with a pencil and sheet of paper, developing rough sketches of potential solutions. Students should be encouraged to focus on getting the basic building blocks of ideas sketched out in short, concentrated bursts. These initial ideas should focus on generating a range of different solutions to the problem.
Students should then identify which initial ideas should be developed further. This could be done through a range of strategies, including:
• further, more detailed sketches that start to develop ideas with direct reference to the specification
• detailed annotation that allows students to explore and communicate their own thinking through annotation
• making of simple card and CAD models and simulations used to test ideas and ensure they meet the specification.
Mark Band
7-8
ii) Develop a range of feasible design ideas, which can be correctly interpreted by others
What Does This Look Like in Student’s Work?
Develops a range (4-5) of feasible independent design ideas for possible solutions to the problem. Each design is clearly labelled/ annotated with all of the key features (Dimensions, 3D shape, colour, description, purpose) of each design.
If any of these designs were given to another person, that person would be able to create the final design with little to no need for clarification about key features of each design.
ii) develops a range of feasible design ideas using an appropriate medium(s) and detailed annotation, and which can be correctly interpreted by others
Strand (iii)
Presenting the chosen design
When presenting the final chosen design, students must provide a clear image of that design, which clearly shows its details and features. This image should be presented as a final illustration, separate to any developmental work.
For product design, students create a clear, well-presented illustration of the final chosen design that highlights details such as colour, form, texture, proportion, how the solution functions and all its features.
For digital design, students create a clear, well-presented illustration of the final chosen design that highlights details such as colour, form, fonts, layout, how the solution is interacted with and its features.
Selecting and justifying the chosen design
Students will also need to critically evaluate the chosen idea against each specification and justify how the chosen design satisfies the specification. If the design does not meet the design specification, it needs further development—or the specification needs redevelopment
Mark Band
7-8
iii) Present the chosen design and justify its selection
What Does This Look Like in Student’s Work?
Clearly chooses a design to develop as their final design base on testing and summary of results.
Presents a clear justification of why the chosen design is likely to be more successful than the other options in meeting the Design Specification criteria by outlining clearly the respective design aspects of the chosen design.
iii) presents the chosen design and justifies fully and critically its selection with detailed reference to the design specification
Strand (iv)
Why do I need a planning drawing/diagram?
Typically, designers will develop their ideas and create detailed drawings/diagrams for a manufacturer to create a final prototype/sample/model. To get the correct solution created to the correct specification, designers must communicate their final chosen solution to a manufacturer very clearly. Planning diagrams and drawings are communication tools that are essential for good design.
When designing solutions to problems, students need to ensure that they have a very clear idea of what they will create. There is often a great difference between the “idea” and the “realized solution”. To ensure that the idea and realised solution are the same, students should consider all aspects of creating the product. Through the development of design ideas, students should have identified:
• which materials will be required (digital or tangible, standard or customised components, and so on)
• which tools and processes will be used (hardware, software, techniques and so on)
• the size, tolerances, position (layout) and assembly of components
• the overall visual appearance.
These elements must be defined clearly through planning drawings or diagrams that are sufficient for someone else to follow.
What modes and media are appropriate for planning drawings/diagrams?
7-8
Mark Band
iv) Develop accurate and detailed planning drawings/diagrams and outline the requirements for the creation of the chosen solution
What Does This Look Like in Student’s Work?
A final accurate planning drawing/diagram is developed and clearly outlining the requirements for creating the final solution. (See task specific requirements for Product and Digital units)
This final design should be accurate as a guide for creating the solution and should help the person following it to understand exactly what should be included in the final solution.
iv) develops accurate and detailed planning drawings/diagrams and outlines requirements for the creation of the chosen solution
Page updated
Report abuse