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.
Per-subject overview pending.
From the school's grade-level overview sheets. Click any unit for the full Statement of Inquiry, concepts, ATL skills, and assessment detail.
Healthy practices can shape well-being.
Scientific and technical innovation
Products
Development
Adaptation
Critical Thinking: Evaluate and manage risk, Identify obstacles and challenges, Use models and simulations to explore complex systems and issues
Students learn persona, persona mapping, primary research, design idea sketchs, CAD modelling, prototyping, exploration of different material. Assessment Criteria A,B,C and D
Factual: What factors contribute to mental and physical well-being? What design solutions exist to help our well-being? What are unhealthy practices? Conceptual: How can a designer influence positive and healthy behaviour? What does well-being look or feel like? Debatable: To what extent is our well-being at risk in this age of technology?
MYP Objectivies: Criterion ABCD AoL: Submitting the design sketches and evaluating the solution.
Lifting others up empowers individuals and communities.
Identities and relationships
Communities
Perspective, resources
ABCD, ePortfolio with the PCUP sent by IB
MYP Objectives: ABCD AoL: Submitting the design sketches and evaluating the solution.
Innovation and evaluation have to work together to create useful products that go beyond form and appearance.
Orientation in space and time
Epoch
Form
Ergonomics; Evaluation
Transfer skills: Combine knowledge, understanding and skills to create products or solutions
Students will learn how desk lamps combine form, function, ergonomics, and articulation to create effective designs. They will develop and refine sketches, apply design specifications, and evaluate their solutions against success criteria.
Factual Questions: What is a desk lamp? How can you attach a lamp to a horizontal desk? Conceptual: How can a product communicate something? In how many ways can you join different wood pieces for create an articulate joint? Debatable: Should we prioritise form over function for home accessories?
Criteria BC AoL: Submitting the design sketches and evaluating the solution.
Developing a sense of belonging promotes synergy within a community
Identities and Relationships
Exploring identity, well-being, and the dynamics of human relationships across cultures and communities.
Communication
Form, Perspective
Communication Skills: Communicate effectively by engaging respectfully with others, exchanging constructive feedback, and clearly presenting ideas tailored to the audience. Creative Thinking Skills: Think creatively by coming up with original ideas, designing inclusive solutions, and using sketches or storyboards to plan. Research Skills: Research skills involve gathering information from various sources, understanding user needs, and analyzing existing solutions. These insights are then used to justify design choices and make informed decisions.
Introduction to Microbit microcontrollers: Features, capabilities, and programming environment (MakeCode). Robotics fundamentals: Components of robotic systems, basic electronics, and circuits. Design thinking and problem-solving: Identifying real-world problems, brainstorming solutions, and prototyping robotic projects. Programming robotics: Motor control, sensor integration, decision-making algorithms, and user interaction. Project management: Planning, organization, and documentation of the design process. Assessment: Criteria C and D
Factual: What makes a community? Can communities be virtual as well as face-to-face? Why are communities needed? Debatable: Does diversity benefit a community? Conceptual: What are our responsibilities to a community? How can members of a community benefit from one another?
MYP Objectivies: Criterion ABCD AoL: Submitting the design sketches and evaluating the solution.
Released / determined from IB in November
ABCD, ePortfolio with the PCUP sent by IB
MYP Objectivies: Criterion ABCD AoL: Submitting the design sketches and evaluating the solution.
Integrating programming with physical computing devices like microcontorllers and sensors enables the creation of efficient and user-friendly technological solutions.
Identities and Relationships
Technology and Society: - Students examine the impact of robotics on various aspects of society, including employment, healthcare, and education. - Students explore how robotics and programming influence human interactions and societal dynamics.
Systems
Innovation
Critical Thinking Skills: Analysis: Students will analyze the functionality and effectiveness of robotic designs and programming code. They'll dissect how different components work together, identify areas for improvement, and make informed decisions based on their findings. Creative Thinking Skills: Design Thinking: Applying design thinking principles, students will identify real-world problems suitable for robotic solutions, brainstorm creative ideas, prototype solutions, and iterate based on feedback. This skill encourages them to think innovatively and adaptively, fostering a mindset of creativity and problem-solving.
Introduction to Logical thinking and programming according to DP Topic 4.
Factual: What are the key features and capabilities of the Microbit microcontroller? How is the Microbit programmed using block-based languages like MakeCode? What are the various sensors and actuators integrated into the Microbit board, and how are they utilized in programming projects? How do microprocessors like the Microbit enable the execution of programmed instructions and the control of robotic components? Debatable: To what extent does the affordability and accessibility of Microbit democratize STEM education and innovation? Should Microbit be integrated into mainstream education curricula as a standard tool for teaching programming and electronics? How does the open-source nature of Microbit foster collaboration and innovation within the maker community? What are the potential implications of advancements in microprocessor technology on society, economy, and employment? Should there be regulations or guidelines governing the design and use of microprocessors to ensure ethical and responsible innovation? Conceptual: How do feedback loops and conditional statements enable the Microbit to interact with its environment and respond to user inputs? What are the underlying principles of digital logic and data representation that govern the operation of microcontrollers like the Microbit? How does abstraction in programming languages like MakeCode simplify the process of coding for beginners while still enabling complex functionalities? How do embedded systems, powered by microprocessors, enable the integration of intelligence and automation into everyday objects and devices? What are the challenges and limitations of sensor fusion in robotics, and how can multi-modal sensing improve perception and decision-making? How do interdisciplinary fields like human-robot interaction (HRI) and bio-inspired robotics draw inspiration from biology and psychology to enhance robot design and behavior?
C&D Overall, the content of the unit aims to provide students with a solid foundation in robotics, Microbit programming, and design thinking, equipping them with the knowledge and skills necessary to innovate and create meaningful robotic projects.
Other grades for this subject: MYP 1 · MYP 2 · MYP 3 · MYP 4