The complete MYP Design objectives with a paraphrased digital-literacy crosswalk catalogue for grades 6–10, each mapped to the MYP Design Criteria A–D it best assesses.
Explain and justify the need for a solution, carry out relevant research, analyse existing products and develop a design brief
30 lessons · 10 MYP Design standards
Write a testable design specification, present feasible design ideas, justify the chosen design and develop accurate planning drawings
40 lessons · 5 MYP Design standards
Plan and follow a logical sequence of making, demonstrate technical skills and document changes made while creating the solution
40 lessons · 5 MYP Design standards
Design and carry out tests, evaluate the solution against the specification and explain improvements and impacts
40 lessons · 10 MYP Design standards
Construct a logical making plan, use technical skills safely and accurately, document changes and present the solution as a whole. At Grade 6 the cycle is guided, with short steps and a teacher-provided context.
Write a testable design specification, generate and present a range of feasible ideas, justify the chosen design and produce accurate planning drawings. At Grade 6 the cycle is guided, with short steps and a teacher-provided context.
Use technology, data and sources responsibly and weigh sustainability, accessibility and the human consequences of design decisions. At Grade 6 the cycle is guided, with short steps and a teacher-provided context.
Design detailed testing methods, evaluate the solution against the specification, explain improvements and describe the impact on the client or audience. At Grade 6 the cycle is guided, with short steps and a teacher-provided context.
Investigate a real problem, gather relevant primary and secondary research, analyse existing products and write a justified design brief. At Grade 6 the cycle is guided, with short steps and a teacher-provided context.
Construct a logical making plan, use technical skills safely and accurately, document changes and present the solution as a whole. At Grade 7 students choose their own research methods and record sources independently.
Write a testable design specification, generate and present a range of feasible ideas, justify the chosen design and produce accurate planning drawings. At Grade 7 students choose their own research methods and record sources independently.
Use technology, data and sources responsibly and weigh sustainability, accessibility and the human consequences of design decisions. At Grade 7 students choose their own research methods and record sources independently.
Design detailed testing methods, evaluate the solution against the specification, explain improvements and describe the impact on the client or audience. At Grade 7 students choose their own research methods and record sources independently.
Investigate a real problem, gather relevant primary and secondary research, analyse existing products and write a justified design brief. At Grade 7 students choose their own research methods and record sources independently.
Construct a logical making plan, use technical skills safely and accurately, document changes and present the solution as a whole. At Grade 8 specifications become measurable and making plans include time and resources.
Write a testable design specification, generate and present a range of feasible ideas, justify the chosen design and produce accurate planning drawings. At Grade 8 specifications become measurable and making plans include time and resources.
Use technology, data and sources responsibly and weigh sustainability, accessibility and the human consequences of design decisions. At Grade 8 specifications become measurable and making plans include time and resources.
Design detailed testing methods, evaluate the solution against the specification, explain improvements and describe the impact on the client or audience. At Grade 8 specifications become measurable and making plans include time and resources.
Investigate a real problem, gather relevant primary and secondary research, analyse existing products and write a justified design brief. At Grade 8 specifications become measurable and making plans include time and resources.
Construct a logical making plan, use technical skills safely and accurately, document changes and present the solution as a whole. At Grade 9 students justify choices, design detailed tests and work with greater independence.
Write a testable design specification, generate and present a range of feasible ideas, justify the chosen design and produce accurate planning drawings. At Grade 9 students justify choices, design detailed tests and work with greater independence.
Use technology, data and sources responsibly and weigh sustainability, accessibility and the human consequences of design decisions. At Grade 9 students justify choices, design detailed tests and work with greater independence.
Design detailed testing methods, evaluate the solution against the specification, explain improvements and describe the impact on the client or audience. At Grade 9 students justify choices, design detailed tests and work with greater independence.
Investigate a real problem, gather relevant primary and secondary research, analyse existing products and write a justified design brief. At Grade 9 students justify choices, design detailed tests and work with greater independence.
Construct a logical making plan, use technical skills safely and accurately, document changes and present the solution as a whole. At Grade 10 students manage a complete design cycle independently and evaluate impact.
Write a testable design specification, generate and present a range of feasible ideas, justify the chosen design and produce accurate planning drawings. At Grade 10 students manage a complete design cycle independently and evaluate impact.
Use technology, data and sources responsibly and weigh sustainability, accessibility and the human consequences of design decisions. At Grade 10 students manage a complete design cycle independently and evaluate impact.
Design detailed testing methods, evaluate the solution against the specification, explain improvements and describe the impact on the client or audience. At Grade 10 students manage a complete design cycle independently and evaluate impact.
Investigate a real problem, gather relevant primary and secondary research, analyse existing products and write a justified design brief. At Grade 10 students manage a complete design cycle independently and evaluate impact.
