Professional Documents
Culture Documents
Design
Design
MYP Design
The purpose of this guide is to give you an
Disclaimer - This resource has been produced independently of and not endorsed by the IB. Toddle’s resources seek to
encourage sharing of perspectives and innovative ideas for classroom teaching & learning. They are not intended to be
replacements for official IB guides and publications. Views and opinions expressed by the authors of these resources are
personal and should not be construed as official guidance by the IB. Please seek assistance from your school’s IB
coordinator and/or refer to official IB documents before implementing ideas and strategies shared within these
The Aims are like the summit of a The Objectives are like the paths The Criteria are like the
mountain: what students gain by up the mountain: the way that milestones along the way: they
studying sciences students work towards the aims indicate students’ progress
towards the objectives
The Criteria are the rubrics against which student progress is evaluated.
There is a rubric for each of the objectives. Each rubric has a version for
year 1, year 3 and year 5 to reflect the increasing sophistication of students’
skills as they move through the programme.
All MYP units address at least 1 key concept and IB Approach to Teaching:
2-3 related concepts. Key concepts are broad Focused on conceptual
and generally transcend subjects, whereas understanding.
All MYP units are developed within one of six IB Approach to Teaching:
Global Contexts. These create the real-world Developed in local and
context for the unit and help students to see the global contexts.
Context
particular explorations that can be addressed in students are encouraged to
MYP units. process new information by
connecting it to their own
experiences and to
Statement
key concept, related concept and global
of Inquiry
context. By succinctly stating the purpose of the A strong emphasis is placed
unit, it provides a clear focus. on students finding their
own information and
The Approaches to Learning skills are essential skills that transcend disciplines:
communication skills, research skills, thinking skills, social skills and
Approaches self-management skills. All MYP teachers share the responsibility to help
to Learning students develop these skills. To do this, MYP teachers identify one or two skills
skills to address explicitly in each unit. These are often related to the subject-specific
objectives being addressed, but may also be additional skills that will support
their success in the summative task.
Examples
In these examples, you can see brief descriptions of some typical design
units at the centre, with the features of MYP units layered around the
outside.
Option 1 Option 2
Branding: How colors, font choices, images, graphics, etc. project a certain
Topic
‘brand’ for companies and individuals
Globalization and
Orientation in space and Time
sustainability
The relationships between, and
GC The interconnectedness of
the interconnectedness of, individuals
human-made systems and and civilizations, from local and
communities (social media) global perspectives
Constant adaptation is essential for Knowing the current global and local
Sol open communication in the rapidly trends will help in development of a
changing world of online presence. system to remain relevant online.
Inquiry Questions:
Experiences:
What is branding?
Sustainability
of human-made platforms to
systems and determine the
What social media communities (social best platform to
platforms are best media)
develop a brand
to use for branding Branding
strategy.
and why?
Students will understand how colors,
font choices, images, graphics, etc. Students will work
Approaches to
project a certain ‘brand’ for
Objectives
with a client to
Learning:
A,B,C,D design a branding
companies and individuals.
Research
campaign.
communication
Summative Assessment:
Experiences:
YouTube?
strategy.
Learning:
companies and individuals.
Communication
Summative Assessment:
Students will create a group dance routine using the movements taught and
practiced in class. Students can select the music must be language appropriate
( )
Notice that the same unit can be delivered in different ways, and can be
designed to address different ob ectives or AT skills. The following
j L
w ?
Concepts: Over the course of the year, students should e plore each of the x
enhanced communication
meaningful connections techniques to interact with
between topics and build their communities.
transferable understanding.
There are lots of Students will explore the Students will explore the
opportunities to connect ways in which we extend interconnectedness of
Global Contexts
Design with global and enjoy our creativity human-made systems and
Specific explorations
contexts.
n addition to engaging
I W ho owns natural Is cooperation or
students’ curiosity, inquiry resources? Who is competition more likely to
questions are a great way responsible for the lead to innovation?
I nquiry Questions
to illustrate the kinds of consequences of extracting
questions that can be them?
W hile all ATL skills can be Communication (Use intercultural understanding to interpret
useful in the study of PHE, communication; Structure information in summaries, essays
the sports field and gym and reports)
Social (Advocate for one’s own rights and needs; Manage and
resolve conflict, and work collaboratively in teams)
What it could look like: assessment tasks
In these examples, you can see brief descriptions of some typical design
units at the centre, with the features of MYP units layered around the
outside.
healthy.
Developing Ideas
Sketching/drawing/designing
possible solutions to 3D printed Sketch/draw/screenshot possible
prototypes of a passive speaker for a designs to an ePortfolio website.
mobile phone.
game.
Solution
Justify any changes made to the final Justify any changes made to the final
passive speaker prototype. podcast episode.
Develop several methods to test the Develop several methods to test the
product and the effectiveness of product and the effectiveness of
performance throughout the performance throughout the process.
process.
Evaluating
Explain any changes that should be
Explain any changes that should be made to the product in future
made to the product in future iterations.
iterations.
Level up your practice
refining your practice. Here are some suggestions for tweaking typical
Being the sage on Being the guide on the When students ask is this right? Ask them why
the stage
side
they think it might be right and why it might be
wrong
Introducing new Help students to connect Use current or recent events as an entry-point for
concepts
prior learning
systems.
Teaching skills in context Students can explore using the skills they already
of a larger project
job!
Posing questions for Engage students in Questions like “what is the best application to use
the students to generating questions ” “What is the best joint to use to join
for this? ,
answer
to employ strategies and give your projector, talk through the troubleshooting
transferable skills students opportunities to process as you find out why the projector isn t ’
like organization, practice during your working. Model and scaffold !
reflecting
FAQs
How can I teach all the content standards of my local curriculum and
address the MYP objectives?
The MYP objectives are not an extra curriculum that you have to teach.
Rather, they are part of a curriculum framework through which to teach your
local curriculum. While some of the objectives are better-suited to some
topics than others, most of the objectives can be addressed using several
different content standards. Likewise, most content standards fit quite
naturally with one (or more) of the MYP objectives.
How can I do all that and teach the ATL skills, develop the learner profile
attributes and provide opportunities for service as action and
interdisciplinary learning?
Remember that you are not solely responsible for ALL these aspects of
learning! MYP students take courses in 6-8 different subject groups and all
their teachers share the responsibility of developing the skills and providing
the learning opportunity that extend beyond the individual subjects. As a
design teacher, your responsibility is to develop those skills and provide
those opportunities when there are authentic and meaningful occasions to
do so. Your MYP coordinator will help you and your colleagues analyse the
whole curriculum and improve upon the whole curriculum to see if all
students are getting sufficient appropriate opportunities, and identify ways
to improve those opportunities.
dk dk dk