Two strands per year — Product Design + Digital Design. Often split into Track 1 and Track 2 across teacher groups from MYP 2.
Not offered — no worksheets currently planned, but the curriculum is browsable below.
Two parallel tracks; units 3–5 TBD on Track 1.
From the school's grade-level overview sheets. Click any unit for the full Statement of Inquiry, concepts, ATL skills, and assessment detail.
Innovation can help designers to acheive sustainability
Globalisation and Sustainability
Products and systems
Communication
Innovation
Communication skills Critical-thinking skills Propose and evaluate a variety of solutions
Factual : What is a microbit ? What is a sensor ? What is a module ? Conceptual : How can you teach a software to take decisions? What is the role of decision making when developing the software ? Debatable : Does adding circuits and microbits help in decision making for humans and make human lives easy ?
Criteria ABCD. Students will learn the basic of robotics to make sure the Tuk tuk runs. Students will mainatin a journal to record all the processes and evidence throughout the unit.
Form and purpose have to work together to create efficient products able to achive technically
Scientific and technical innovation
Craft, Creation
Form
Development
Creative-thinking skills Generating novel ideas and considering new perspectives - Create original works and ideas; use existing works and ideas in new ways Communication skills Exchanging thoughts, messages and information effectively through interaction - Negotiate ideas and knowledge with peers and teachers
Factual : What is a form ? What are the components of a system ? What tools can i use ? Conceptual : How can one create a system which is mobile ? Does ergonomic play an important role in the structure of the system ? Debatable : Can an innovative design change the way a world is perceived ?
Criteria ABCD.Students will create a physical tuk tuk (Rickshaw). Students will mainatin a journal to record all the processes and evidence throughout the unit.
40 blocks (A+B+C+D)
Systems must work together, using processes and solutions such as linkages and mechanisms etc, to develop efficient, innovative moving objects.
Scientific & technological innovation
Development
Systems, Processes & Solutions, Ingenuity & Progress
Evaluation, Innovation
Goal: To make a vehicle that reduces human effort using simple machines and mechnisms Role: Mechanical Engineer from 19 century like Bahubali times where you have only limited resources and no electricity Audience: People involved in the professions Construction/Farming/ Liffing Situation: Research to understand how the effort can be reduced only mechanical systems Product: Prototype of the vehicle Standards: Crit A,B,C and D Students will build a prototype of the vehicle with mechanisms based on simple mechanisms to lift the load in different ways, hydralic excavator, stone thrower, crane etc
Creative-thinking skills Generating novel ideas and considering new perspectives - Create original works and ideas; use existing works and ideas in new ways Communication skills Exchanging thoughts, messages and information effectively through interaction - Negotiate ideas and knowledge with peers and teachers - Use a variety of speaking techniques to communicate with a variety of audiences
Students will build a vehicle with chassis, wheels and motor to move it forward.The students will build the mechanisms with simple mechanisms to lift the load in different ways, hydralic excavator, stone thrower, crane etc Assessment: Criteria A, Criteria B, Criteria C and Criteria D
Mastering coding systems enables individuals to turn ideas into effective digital solutions
Scientific and Technical Innovation
Digital life, Virtual environments
Systems
Function
Communication: - Description: Communication in coding refers to the clarity and effectiveness with which ideas are expressed in code, including the use of comments and documentation. - Application: Students will practice writing clear, well-documented code and using comments to explain their logic and design choices. Innovation: - Description: Innovation involves applying creative ideas to solve problems and improve existing solutions. In coding, innovation drives the development of new applications and technologies. - Application: Students will be encouraged to create original projects with Guppy Coders, emphasizing creativity and novel approaches to problem-solving.
Criteria B, C Project Title: Create a Simple Interactive Game with Guppy Coders Overview: Students will design, develop, and evaluate a simple interactive game / animations using Guppy Coders. This project will assess their understanding and application of coding concepts, their ability to develop and refine ideas, their coding skills, and their capacity to evaluate their work and the work of others. Assessment Components: 1. Planning (Criterion B: Developing Ideas) Task: Students will submit a project plan that includes: A detailed description of the game concept. A storyboard or flowchart outlining the game's structure and logic. Pseudocode for key parts of the game. Objective: Demonstrate the ability to develop detailed ideas and plan a coding project effectively. 2. Coding and Development (Criterion C: Creating the Solution) Task: Students will develop their game using Guppy Coders, incorporating the following elements: User interaction (e.g., keyboard or mouse input). Visual and/or audio feedback (e.g., graphics, sound effects). Game mechanics (e.g., scoring, levels, or challenges). Objective: Demonstrate coding skills by creating a functional and engaging game, applying debugging and iterative testing to refine the project.
Inquiry Questions: Factual: What are the basic components of a coding system? What is a programming language, and how does Guppy Coders differ from other programming languages? What are the primary functions of loops, conditions, and variables in coding? How do you write a basic 'if-else' statement in Guppy Coders? What are some common debugging techniques used in programming? How does binary code represent data in a computer system? What are the basic commands and syntax used in Guppy Coders? Conceptual: How do coding languages simplify problem-solving? How does understanding logic and algorithms help in solving complex problems? In what ways can coding improve our daily lives and enhance productivity? How does the process of writing code reflect systems thinking? Why is it important to document and comment on code effectively? What role does creativity play in developing effective and innovative coding solutions? How do different coding structures (e.g., loops, conditions) interact to form a complete program? Debatable: To what extent can coding systems improve everyday life? Should coding be a mandatory subject in school curricula? Why or why not? Is it more important for a programming language to be user-friendly or powerful? Can artificial intelligence and machine learning replace human programmers in the future? Are the ethical implications of coding and technology being sufficiently addressed in today's society? Does the rise of coding and technology increase or decrease job opportunities in the future? Is it fair to hold programmers legally accountable for the unintended consequences of their code?
Students will design, develop, and evaluate a simple interactive game / animations using Guppy Coders. This project will assess their understanding and application of coding concepts, their ability to develop and refine ideas, their coding skills, and their capacity to evaluate their work and the work of others. Assessment: Criteria B and Criteria C
Other grades for this subject: MYP 1 · MYP 2 · MYP 4 · MYP 5