Design 1245678

International Baccalaureate
Diploma Programme Subject Brief

Sciences:
Design technology—Standard level
First assessments 2016
The IB Diploma Programme (DP) is a rigorous, academically challenging and bal-

anced programme of education designed to prepare students aged 16 to 19 for
success at university and in life beyond. The DP aims to encourage students to be
knowledgeable, inquiring, caring and compassionate, and to develop intercultural
understanding, open-mindedness and the attitudes necessary to respect and evalu-
ate a range of viewpoints. Approaches to teaching and learning (ATL) within the DP
are deliberate strategies, skills and attitudes that permeate the teaching and learning
environment. In the DP students develop skills from five ATL categories: thinking,
research, social, self-management and communication.
To ensure both breadth and depth of knowledge and understanding, students must
choose at least one subject from five groups: 1) their best language, 2) additional lan-
guage(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students
may choose either an arts subject from group 6, or a second subject from groups
1 to 5. At least three and not more than four subjects are taken at higher level (240
recommended teaching hours), while the remaining are taken at standard level (150
recommended teaching hours). In addition, three core elements—the extended
essay, theory of knowledge and creativity, action, service—
are compulsory and central to the philosophy of the programme.
These IB DP subject briefs illustrate four key course components.

I. Course description and aims III. Assessment model
II. Curriculum model overview IV. Sample questions
I. Course description and aims 4. an ability to understand and express ideas confidently and crea-
The Diploma Programme design technology course aims to develop tively using a variety of communication techniques through col-
internationally minded people whose enhanced understanding of laboration with others
design and the technological world can facilitate our shared guardian- 5. a propensity to act with integrity and honesty, and take responsi-
ship of the planet and create a better world. bility for their own actions in designing technological solutions to
problems
Inquiry and problem-solving are at the heart of the subject. DP design 6. an understanding and appreciation of cultures in terms of glob-
technology requires the use of the design cycle as a tool, which pro- al technological development, seeking and evaluating a range of
vides the methodology used to structure the inquiry and analysis of perspectives
problems, the development of feasible solutions, and the testing and 7. a willingness to approach unfamiliar situations in an informed man-
evaluation of the solution. A solution can be defined as a model, proto- ner and explore new roles, ideas and strategies to confidently artic-
type, product or system that students have developed independently. ulate and defend proposals
8. an understanding of the contribution of design and technology to
DP design technology achieves a high level of design literacy by the promotion of intellectual, physical and emotional balance and
enabling students to develop critical-thinking and design skills, which the achievement of personal and social well-being
they can apply in a practical context. While designing may take various 9. empathy, compassion and respect for the needs and feelings of
forms, it will involve the selective application of knowledge within an others in order to make a positive difference to the lives of others
ethical framework. and to the environment
10. skills that enable them to reflect on the impacts of design and tech-
Through the overarching theme of the nature of design, the aim of the nology on society and the environment in order to develop their
DP design technology course is to enable students to develop: own learning and enhance solutions to technological problems.
1. a sense of curiosity as they acquire the skills necessary for inde-
pendent and lifelong learning and action through inquiry into the
technological world around them
2. an ability to explore concepts, ideas and issues with personal, local
and global significance to acquire in-depth knowledge and under-
standing of design and technology
3. initiative in applying thinking skills critically and creatively to identi-
fy and resolve complex social and technological problems through
reasoned ethical decision-making
© International Baccalaureate Organization 2014

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
II. Curriculum model overview 3. Construct, analyse and evaluate:
• design briefs, problems, specifications and plans
Component Recommended • methods, techniques and products
teaching hours • data, information and technological explanations.
Core 90 4. Demonstrate the appropriate research, experimentation, model-
1. Human factors and ergonomics 12 ling and personal skills necessary to carry out innovative, insight-
2. Resource management and sustainable 22 ful, ethical and effective designing.
production
3. Modelling 12
4. Raw material to final product 23 Assessment at a glance
5. Innovation and design 13 Type of Format of Time Weighting
6. Classic design 8 assessment assessment (hours) of final
Practical work 60 grade (%)
Design project 40 External 2.25 60
Group 4 project 10
Teacher-directed activities 10 Paper 1 Multiple-choice questions 0.75 30
on core material
Paper 2 Data-based, short-answer, 1.5 30
The group 4 project and extended-response
The group 4 project is a collaborative activity where students from dif- questions on core material
ferent group 4 subjects, within or between schools, work together. It al-
Internal 40 40
lows for concepts and perceptions from across disciplines to be shared
while appreciating the environmental, social and ethical implications Design Individual design project 40 40
of science and technology. It can be practically or theoretically based project
and aims to develop an understanding of the relationships between
scientific disciplines and their influence on other areas. The emphasis is
on interdisciplinary cooperation and the scientific processes. IV. Sample questions
• Which phrase best reflects the philosophy of the circular
economy? (Paper 1)
III. Assessment model A. Cradle to cradle
The assessment objectives for design technology reflect those parts B. Cradle to grave
of the aims that will be formally assessed either internally or externally. C. Made to be made again
Wherever appropriate, the assessment draws upon environmental and D. Take, make, dispose
technological contexts and identify the social, moral and economic ef-
fects of technology. It is the intention of the design technology course • Explain how the use of “design for the environment” software
that students are able to fulfill the following assessment objectives: assists designers in choosing materials. (Paper 2)
1. Demonstrate knowledge and understanding of:
• facts, concepts, principles and terminology • Discuss why the use of thermoplastic renders a product green but
• design methodology and technology not sustainable. (Paper 2)
• methods of communicating and presenting technological
information.
2. Apply and use:
• facts, concepts, principles and terminology
• design methodology and technology
• methods of communicating and presenting technological
information.
About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally
minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more
peaceful world.
For further information on the IB Diploma Programme, and a complete list of DP subject briefs, visit: http://www.ibo.org/diploma/.
Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: http://store.ibo.org.
For more on how the DP prepares students for success at university, visit: www.ibo.org/recognition or email: recognition@ibo.org.

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International Baccalaureate

Diploma Programme Subject Brief

The IB Diploma Programme (DP) is a rigorous, academically challenging and bal-

These IB DP subject briefs illustrate four key course components.

© International Baccalaureate Organization 2014

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