Time 4 Design
MYP1 - Creating the Solution - Criterion C
At the end of year 1, students should be able to:
i. outline a plan, which considers the use of resources and time, sufficient for peers to be able to follow to create the solution
ii. demonstrate excellent technical skills when making the solution
iii. follow the plan to create the solution, which functions as intended
iv. list the changes made to the chosen design and plan when making the solution
iv. present the solution as a whole
When changes have been made to the solution, students must describe and justify each change. If there are no changes to the plan, students are not required to describe or justify any changes.
Technical skills: A student’s level of technical skill can be determined using the following two factors:
–– the complexity of skill demonstrated
–– the level of guidance needed from the teacher to complete the task.
Clarification for technical skill demonstrated by the student:
Minimal technical skills: Simple skills are demonstrated and the student requires a great deal of assistance after they have received initial instruction on how to use tools.
Satisfactory technical skills: Simple and complex skills are demonstrated and the student requires some assistance after they have received initial instruction on how to use complex tools.
Competent technical skills: Complex skills are demonstrated and the student generally works independently, requiring some guidance after initial instruction.
Excellent technical skills: A wide range of complex skills are demonstrated and the student works independently, requiring minimal guidance after initial instruction
In objective C, the role of the student switches from designer to prototype-developer or manufacturer. Objective C focuses on the realization or creation of a solution to a problem.
One of the most difficult aspects of design is to take an idea from paper and create a product that someone can interact with: a solution to a problem. In objective B, students developed planning drawings and/or diagrams to clearly depict what they are making. In this first strand of objective C, students detail how they will make their solution.
By constructing a logical plan that details the steps required to make a solution, students will demonstrate their knowledge and understanding about how solutions can be made.
Strand i. outline a plan, which considers the use of resources and time, sufficient for peers to be able to follow to create the solution
Mark Band
7-8
i) ) outline a plan, which considers the use of resources and time, sufficient for peers to be able to follow to create the solution
What Does This Look Like in Students’ Work?
The student has constructed a clear plan that outlines all the relevant details involved in the creation of their final product with regards to tasks to complete, time and date of each task, resources/tools they will need, and quality control measures.
The plan presents all of the relevant details in a clear, easily understandable, logical manner, which could be followed by their peers with little to no need for clarification.
i) outlines a plan, which considersthe use of resources and time, sufficient for peers to be able to follow the plan to create the solution
Strand ii. demonstrate excellent technical skills when making the solution
Mark Band
7-8
ii) Demonstrate excellent technical skills when making the solution
What Does This Look Like in Students’ Work?
A wide range of complex skills are demonstrated and the student works independently, requiring minimal guidance after initial instruction. Refer to (process journal)
ii) demonstrates excellent technical skills when making the solution
Strand iii. follow the plan to create the solution, which functions as intended
Mark Band
iii) follow the plan to create the solution, which functions as intended list the changes made to the chosen design and plan when making the solution
·Present the solution as a whole
What Does This Look Like in Students’ Work?
Student completes their final product without or minimum need to alter their plan.
The final product functions as intended, is aesthetically pleasing, and shows obvious attention to detail in its presentation either electronically or through visual evidence of the solution from different angles. Refer to (process journal)
a. in electronic form, or
b. through photographs of the solution from different angles, showing details.
7-8
iii) follows the plan to create the solution which functions as intendedand is presented appropriately
Strand iv. list the changes made to the chosen design and plan when making the solution
Mark Band
7-8
iv) list the changes made to the chosen design and the plan when making the solution
What Does This Look Like in Students’ Work?
Student has clearly describes what changes occurred in their final product when compared to their final design and their plan. These changes are clearly described and reasons/causes are given for why these changesoccurred.
Or through clear evidence demonstrated by the student (process journal)during the manufacturing process there were no changes to the plan anddesign and has stated this.
iv) lists the changes made to the chosen design and the plan when making the solution
Command terms
Analyse - Break down in order to bring out the essential elements or structure. To identify parts and relationships, and to interpret information to reach conclusions.
Construct - Develop information in a diagrammatic or logical form.
Demonstrate - Prove or make clear by reasoning or evidence, illustrating with examples or practical application.
Describe - Give a detailed account or picture of a situation, event, pattern or process.
Explain - Give a detailed account including reasons or causes.
Justify - Give valid reasons or evidence to support an answer or conclusion.
Outline - Give a brief account.
Present - Offer for display, observation, examination or consideration.
Prioritize - Give relative importance to, or put in an order of preference.
State - Give a specific name, value or other brief answer without explanation or calculation.