Design Subject Group

Overview
MYP AL FIRDAUS SGHOOL
Design is the link between innovation and creativity, taking thoughts and exploring the possibilities and constraints associated
with products or systems, allowing them to redefine and manage the generation of further thought through prototyping,
experimentation and adaptation. It is human-centred and focuses on the needs, wants and limitations of the end user.

Designing requires an individual to be imaginative and creative, while having a substantial knowledge base of important factors
that will aid or constrain the process. Decisions made need to be supported by adequate and appropriate research and
investigation. Designers must adopt an approach that allows them to think creatively, while conforming to the requirements of a
design specification.

MYP design challenges all students to apply practical and creative thinking skills to solve design problems; encourages students to
explore the role of design in both historical and contemporary contexts; and raises students’ awareness of their responsibilities
when making design decisions and taking action.
Subject Group
Overview MYP Grade
:7
Unit Tittle Key Concept Related Global Context Statement of MYP Subject- ATL Skills Content (Topics,
concept(s) Inquiry group Knowledge, Skills)
Objective(s)
Making food Development Innovation, Scientific and Making A : i, ii Thinking Skills Contect :
and beverages Markets and Technical innovations on
trends Inovation the processing B : ii, iii Research Skills Define healthy
from fresh food and
of food and
fruit beverages from beverages
Self-Management
fresh fruit
skills Define Fresh
according to
Fruits
market demand
and healthy Making new
product of food
and beverages

Outline
summative
assesment :

Issues : Nowadays
there are a lot of
fresh fruit
processed
products that
contain too much
sugar, coloring,
and preservatives,
instead of being
 healthy they
cause disease,
therefore we will
make fresh fruit
processed
products that are
healthy for the
body

Step :

Student
understand about
healthy food

students know the

benefits of
consuming fresh
fruit
students looking
for innovations
about food and
beverage products
from fresh fruit

Inquiry questions
:

Factual :

What is healthy
food ? is healthy
 food can give
benefits ?

Conceptual :

How to make
healthy food from
fresh fruit ?

Debatable :

Why we need to
consuming
healthy food?

Making System Innovation, Globalization and Making healthy A : ii Thinking Skills Contect :
innovative Sustainability Sustainability food and
beverage B : i, Research Skills Define healthy
food and food and
product
beverage packaging ii Self-Management beverages

packaging according to
skills Define eco
trends and eco C ; i, ii, iii friendly packaging
friendly
Communication
Making new
skills
packaging from
healthy food

Outline
summative
assesment :

Issues : a lot of
product
packaging from
fresh fruit but not
environmentally
friendly, this
encourages us to
make packaging
that is attractive
and
environmentally
friendly

Step :

Student
understand about
healthy food

students know the

benefits of eco
friendly packaging
students looking
for innovations
about new
packaging

Inquiry questions
:

Factual :
 What is eco
friendly packaging
?

Conceptual :

How to make eco

friendly packaging
?

Debatable :

Why we need to
make eco friendly
packaging?

Education Development Resources and Identities Conceptual A: i,ii,iii, iv Creative-thinking Design situation:
Function and understanding: B: i,ii,iii, iv skills: -Students are
Profile: relationship Developing C: i,ii,iii, iv -Use brainstorming starting the new
Reflective resources will D: i,ii,iii, iv and visual diagrams academic year
be functional to generate new with the new
Exploration: for the students ideas and classroom.
Motivation inquiries
• Consider Contents:
Statement of multiple -Classroom
inquiry: alternatives, decoration
Developing including those
classroom that might be
resources can unlikely or Summative
function to impossible assessment:
motivate • Create novel -Students
students solutions to will decorate
performance authentic problems their
and abilities -Design classroom.
improvements to
existing machines,
media and
technologies
 • Design new
machines, media
and technologies
Apply existing
knowledge to
generate new
ideas, products or
processes
• Create original
works and ideas;
use existing
works and ideas
in new
ways
Education System Form and Personal and Conceptual C: i,ii,iii, iv Transfer skills: Design situation:
multimedia perspective cultural expression understanding: D: i,ii,iii, iv -Use effective School will have
A system learning strategies school concert in
sometimes form in subject groups the end of
Profile: Risk- different and disciplines desember, the
taker Exploration: perspectives. • Apply skills theme of the
Belief system and knowledge concert is about
in unfamiliar Prophet.
Statement of situations
inquiry: • Inquire in Contents:
The animation different contexts -Stop motion
system to gain a animation
sometimes form different
different perspective
perspectives. • Compare Summative
conceptual assessment:
understanding -Students will
across make stop motion
multiple animation about
subject Ibrahim Prophet
groups and to be displayed
disciplines on the screen.
• Make
connections
between
subject groups
and disciplines
 • Combine
knowledge,
understanding
and skills to
create products
or solutions
• Transfer current
knowledge to
learning of new
technologies
• Change the
context of an
inquiry to
gain different
perspectives
Education Development Invention and Scientific and Conceptual A:i,ii,iii,iv Creative-thinking Design situation:
project innovation technical understandng: B: i,ii,iii,iv skills: Teachers use
innovation Invention is Use brainstorming tools/toys to
often develop and visual diagrams support learning
Profile: Risk- the innovation. to generate new process
taker Exploration: ideas and
models Statment of inquiries Contents:
inquiry: • Consider -Designing
The invention multiple educational toys
of the new alternatives, -designing
technique or including those educational
method is often that might be games
innovate the unlikely or
development of impossible
models and • Create novel Summative
products solutions to assessment:
authentic problems -Students will
• Make unexpected make a design of
or unusual logo and brand of
connections their toys/ model
between objects
and/or
ideas
• Design
improvements
to
existing machines,
media and
technologies
• Design new
machines, media
and technologies

Information
literacy skills:
Access information
to be informed and
inform others
• Make
connections
between
various sources
of information
• Understand
the benefits and
limitations of
personal sensory
learning
preferences when
accessing,
processing and
recalling
information
• Use memory
techniques to
develop long-term
memory
• Present
information in a
variety of
formats and
platforms
• Collect and
analyse data to
 identify solutions
and make informed
decisions
• Process data
and report results
• Evaluate and
select information
sources and
digital tools
based on their
appropriateness to
specific tasks
• Understand and
use technology
systems
Education Development Invention and Scientific and Conceptual A:i,ii,iii,iv Creative-thinking Design situation:
project innovation technical understandng: B: i,ii,iii,iv skills: Teachers use
innovation Invention is Use brainstorming tools/toys to
often develop and visual diagrams support learning
Profile: Risk- the innovation. to generate new process
taker Exploration: ideas and
models Statment of inquiries Contents:
inquiry: • Consider -Designing
The invention multiple educational toys
of the new alternatives, -designing
technique or including those educational
method is often that might be games
innovate the unlikely or
development of impossible
models and • Create novel Summative
products solutions to assessment:
authentic problems -Students will
• Make unexpected make a design of
or unusual logo and brand of
connections their toys/ model
between objects
and/or
ideas
• Design
improvements
to
existing machines,
media and
technologies
• Design new
machines, media
and technologies

Information
literacy skills:
Access information
to be informed and
inform others
• Make
connections
between
various sources
of information
• Understand
the benefits and
limitations of
personal sensory
learning
preferences when
accessing,
processing and
recalling
information
• Use memory
techniques to
develop long-term
memory
• Present
information in a
variety of
formats and
platforms
• Collect and
analyse data to
 identify solutions
and make informed
decisions
• Process data
and report results
• Evaluate and
select information
sources and
digital tools
based on their
appropriateness to
specific tasks
• Understand and
use technology
systems
Education System Function and Globalization and Conceptual C: i,ii,iii,iv Media literacy Design situation:
Instructional ergonomic sustainability understanding: skills: Teachers use
Ergonomic -Seek a range of tools/toys to
Profile: system usually perspectives from support learning
Principled promotes multiple and varied process
Exploration: function sources
Markets • Communicate
information and
Statement of ideas effectively Contents:
inquiry: to multiple -Creating
The ergonomic audiences using a educational toys
system of variety of media instruction
instruction and formats
design develops • Compare,
the function of contrast and draw Summative
the product to connections assessment:
become trend in among -Creating a
the market (multi)media booklet to make a
Resources education toys.

Communication:
-Use appropriate
forms of writing for
 different purposes
and audiences
• Use a variety of
media to
communicate
with a range of
audiences.

Negotiate
ideas and
knowledge
with peers and
teachers
Education Communities Resources and Fairness and Conceptual D: i,ii,iii,iv Creative-thinking Design situation:
product sustainability development understanding: skills Teachers use
-Create original tools/toys to
Resources works and ideas; support learning
Profile: caring Exploration: development use existing works process
Imagining a will make and ideas in new
hopeful fture the ways
community • Practise flexible Contents:
sustain. thinking—develop -Creating the
multiple education toys
Statement of opposing,
inquiry: contradictory
and Summative
Developing complementary assessment:
educational toys arguments -Creating the
s learning • Practise visible education toys
resources can thinking strategies
make the and techniques
community
sustain in the
future.
MYP Grade :8
Unit Tittle Key Concept Related Global Context Statement of MYP Subject- ATL Skills Content (Topics,
concept(s) Inquiry group Knowledge,
Objective(s) Skills)
Craft Product Communication Innovation, Orientation in A innovative B. i,ii,iii,iv Research skills 1.Sketch Craft
C. i,ii,iii,iv (Cluster You'll make
markets space and time product can be
Information
2. Choose
and trends diffused into a literacy)
the material
Thinking skills
Exploration : global market you want to
(Cluster Creative
make
product craft soft through thinking):
3. Creating
materials successful and
crafts and
targeted documenting
photos
communication.
4. Collect craft
products that
have been
made to school
and send
activity reports
to Moodle
5. Presentation
of product
Summative
assessment:
Student can be
promotion of a
product/ service
within a new
market
sector/segment.
Recycling and Development Resources, Globalization and Waste from one D. i,ii,iii,iv Research skills 1. search the
E. i,ii,iii,iv (Cluster internet for
reusing sustainability sustainability product can be
Information types of
waste Exploration: waste used as a raw literacy) recyclable
Thinking skills waste
from one product material for
(Cluster Creative
2. Creating
another, which thinking):
product and
results in documenting
photos
developing a
3. Collect
resource neutral
products that
process. have been
made to
school and
send activity
reports to
Moodle
4. Presentation
of product
Summative
assessment:
Student can be
promotion of a
product/ service
within a new
market
sector/segment.
Fashion Development Sustainable and Identities and Conceptual A: i,ii,iii, iv Organization skills: Design situation:
function relationship understanding: B: i,ii,iii, iv Bring necessary -Students are
Profile: Sustainable C: i,ii,iii, iv equipment and starting the new
Reflective Exploration: life- materials are D: i,ii,iii, iv supplies to class academic year.
style choice used to develop • Keep an
the function of organized and Contents:
products. logical system -DIY school
of information stuffs
files/notebooks
Statement of • Use appropriate
inquiry: strategies for Summative
organizing assessment:
The lifestyle complex -Students will
choice plays an information make their own
important role • Understand and school stuffs
to develop the use sensory from recycled
function of learning materials
product by using preferences
sustainable (learning styles)
materials. • Select and
use technology
effectively and
productively

Creative-thinking
skills:
-Design
improvements to
existing machines,
media and
technologies
• Design new
machines, media
and technologies
• Make guesses,
ask “what if”
questions and
generate
testable
hypotheses
• Apply existing
knowledge to
generate new
ideas, products
or processes
• Create
Fashion Communication Innovtion and Orientation in Conceptual A: iii, Information Design situation:
advertising perspectives space and time understanding: iv B: literacy skills: -Indonesia has
Profile: Explortion: Innovative iii, iv Present various
Communicator Heritage communication C: iii, information in a traditional
can be used as a iv D: variety of formats fabric, cloth and
tool for iii, iv and platforms accessories.
interpreting • Collect and
different analyse data to
perspectives. identify solutions Contents:
and make -Traditional
informed fabric, cloth and
Statement of decisions accessories
inquiry: • Process data
Innovative and report results
communication • Evaluate and Summative
can be used as select information assessment:
an effective tool sources and -Students will
for interpreting digital tools make a
different based on their traditional
perspectives and appropriateness to fashion
conserving the specific tasks magazine to
cultural heritage. • Understand and promote
use technology indonesia’s
systems heritage
• Use critical-
literacy skills
to analyse and
interpret media
communications
• Understand and
implement
intellectual
property rights
• Create
references and
citations, use
footnotes/endnotes
and
 construct a
bibliography
according to
recognized
conventions
• Identify
primary and
secondary
sources
Fashion Ergonomic and Personal and Conceptual A: i,ii Media literacy Design situation:
multimedia Function cultural expression understanding: B: i,ii skills: -School will
C: i,ii -Seek a range of have school
Profile: Thinker Exploration: Ergonomic D: i,ii perspectives from concert in the
Creation and design will multiple and end of
Key concept beauty develop the varied sources desember, the
Development function of the • Communicate theme of the
products. information and concert is about
ideas effectively Prophet.
to multiple
audiences using a
variety of media Contents:
and formats -Designing
Statement of • Compare, costumes for
inquiry: contrast and draw singer, actor and
connections dancer
Creating the among
ergonomic and (multi)media
beautiful design Resources Summative
may lead to the assessment:
development Creative thinking -Student will
function of good skills: design th
products. -Apply existing costumes
knowledge to digitally and
generate new make costumes
ideas, products or for singer,
processes actor and
• Create original dancer
works and ideas;
use existing
works and ideas
in new
ways
Fashion project Innovation and Scientific and Conceptual A:i,ii iii, iv Transfer skills: Design situation:
market-trends technical understanding: B: i,ii,iii, iv Use effective -The school will
Profile: Risk- innovation Designing C: i, ii, iii, iv learning strategies have action trip
taker innovation D: i,ii,iii, iv in subject groups in the end of
Exploration: system creates and disciplines academic year
Key concept Products trends in the • Apply skills and the students
System market. and knowledge are encourage to
in unfamiliar raise the fund.
situations
Statement • Inquire in
of inquiry: different contexts
The new trend to gain a Contents:
of fashion different -Designing
products in the perspective product and
market arises • Compare logo
from innovative conceptual
design. understanding
across multiple Summative
subject assessment:
groups and -Students will
disciplines design a product
• Make and brand/logo
connections of their product.
between
subject groups
and disciplines
• Combine
knowledge,
understanding
and skills to
create products
or Solutions
Health Food Communication Innovation, Orientation in A innovative F. i,ii,iii,iv Research skills 1. Discuss
markets space and time product can be G. i,ii,iii,iv (Cluster with group
Processing of and trends diffused into a Information
2. Modification
tubers global market literacy)
recipes
Exploration: through Thinking skills
Product successful and (Cluster Creative 3. Cooking
targeted thinking):
4. Making
communication.
presentation
result
5. Discussion
with
friend
Summative
assessment:
Student can be
promotion of a
product/ service
within a new
market
sector/segment.
MYP Grade :9
Unit Tittle Key Concept Related Global Context Statement of MYP Subject- ATL Skills Content (Topics,
concept(s) Inquiry group Knowledge,
Objective(s) Skills)

Fashion Communication Adaptation Globalization and Statement of Communication Design situation:

instruction: and function sustainability inquiry: C: i,ii skills: The school will
D: i,ii Use have action trip
Exploration: Communication appropriate in the end of
Profile: commodities and function and the forms of writing academic year
Priciple commercialization adaptation for different and the students
design are purposes and are encourage to
factors to audiences raise the fund.
commercialize • Use a variety of
the commodities media to
of design communicate Contents:
product. with a range of -Creating product
audiences they have
• Interpret and designed
use effectively
modes of non-
verbal
communication Summative
• Negotiate assessment:
ideas and -Create the label
knowledge with of washing
peers and instruction
teachers -Create the
• Participate in, instruction
and contribute to, booklet of the
digital social use of their
media networks product
• Collaborate -Students will
with peers and make DIY video
experts using a of the steps of
variety of digital producing their
environments and product.
media
• Share ideas
with multiple
audiences
 using a variety of
digital
environments and
media
Fashion Communities Collaboration Fairness and Statement of C: i,ii Affective skills: Design situation:
product development inquiry: D: i,ii Practise focus and The school will
concentration have action trip
Collaboration of –– Practise in the end of
Profile: Exploration: social strategies to academic year
Caring Social entrepreneurs develop mental and the students
enterpreneurs aimed to focus are encouraged
develop the –– Practise to raise the fund.
community. strategies to
overcome Contents:
distractions -Finishing their
–– Practise being product
aware of body– -Quality control
mind connections -Packing the
• Perseverance product
–– -Calculating
Demonstrate capital and selling
persistence and price
perseverance
–– Practise Summative
delaying assessment:
gratification Sell the product
in school bazaar.

Processing Communication Innovation, Orientation in A innovative B. i,ii,iii,iv Research skills 1.Discuss

foodstuffs markets space and time product can be C. i,ii,iii,iv (Cluster with group
originating and trends diffused into a Information
2. Modification
from fisheries global market literacy)
recipes
or livestock Exploration: through Thinking skills
Product successful and (Cluster Critical 3. Cooking
targeted and Creative
4. Making
communication. thinking):
presentation
result
5. Discussion with
friend
Summative
assessment:
Student can be
promotion of a
product/ service
within a new
market
sector/segment.
MYP Grade : 10
Unit Tittle Key Concept Related Global Context Statement of MYP Subject- ATL Skills Content (Topics,
concept(s) Inquiry group Knowledge,
Objective(s) Skills)
Media Communities Evaluation, Identities Conceptual A: i,ii Reflection skills: Design situation:
industry innovaton and understanding: B: i,ii Develop new skills, The students
relationship The innovative C: i,ii techniques and are back to
design may D: i,ii strategies for school
Exploration: evaluate to effective learning
Identity formation; effective • Identify strengths Summative
self-esteem; communication and weaknesses of assessment:
status; roles to the personal learning Students will
and role communities. strategies make school
models (self-assessment) magazine.
• Demonstrate
Statement of flexibility in the
inquiry: selection and
The innovative use of learning
design strategies
approach to the • Try new ATL
creation of skills and
school evaluate their
magazine that effectiveness
informs the • Consider content
school identity –– What did I learn
can result in a about today?
unique and –– What don’t I
valuable result yet understand?
that –– What
communicates questions do I
to school have now?
communities in • Consider ATL
an effective skills development
way –– What can I
already do?
–– How can I share
my skills to help
 peers who
need more
practice?
–– What will I
work on
next?
• Consider
personal learning
strategies
–– What can I do
to become a more
efficient and
effective learner?
–– How can I
become more
flexible in my
choice of learning
strategies?
–– What factors are
important for
helping me learn
well?
Media Creativity Ergonomics Orientation in Conceptual A: Creative-thinking Design situation:
Industry and space and time understanding: iii,iv skills: School will have
advertising invention Creativity may B: Use brainstorming school concert in
play an iii,iv and visual the end of
Exploration: important role C: diagrams to desember, the
Epochs, eras, to invent the iii,iv generate new theme of the
turning points and ergonomic D: ideas and concert is about
“big history” products. iii,iv inquiries Ibrahim Prophet.
• Consider
multiple Summative
Statement of alternatives, assessment:
inquiry: including Creating ticket for
those that school concert
The digital era might be
may stimulate unlikely
the human or impossible
creativity to • Create
invent the new novel
solutions to
authentic problems
 technique to • Make
create the less unexpected or
paper and unusual
ergonomic connections
products. between
objects and/or
ideas
• Design
improvements to
existing
machines, media
and technologies
• Design new
machines, media
and technologies
• Make guesses,
ask “what if”
questions and
generate
testable
hypotheses
• Apply existing
knowledge to
generate new
ideas, products
or Processes
• Create original
works and ideas;
use existing
works and ideas
in new
ways
Media Development Collaboration Personal and Conceptual C: iii,iv Media literacy Design situation:
industry and cultural expression understanding: D: iii,iv skills: School will have
multimedia evaluation Developing a Locate, organize, school concert in
Exploration: collaborative analyze, evaluate, the end of
Artistry, craft, design pf the synthesize and desember, the
creation, beauty product might ethically use theme of the
be useful to information from a concert is about
variety of sources Ibrahim Prophet.
 evalute the and media
process. (including digital Summative
social media and assessment:
online networks) Concert
Statement of • Demonstrate preparation
inquiry: awareness of movie.
Developing a media
collborative interpretations of
design in events and ideas
making artistry (including digital
movie might be social media)
useful to • Make informed
evaluate the choices about
process of personal viewing
creation. experiences
• Understand the
impact of media
representations and
modes of
presentation
• Seek a range of
perspectives from
multiple and
varied sources
• Communicate
information and
ideas effectively
to multiple
audiences using a
variety of media
and formats
• Compare,
contrast
Media Development Form, Globalization and Conceptual A:i,ii iii, iv Collaboration Design situation:
industry function and sustainability understanding: B: i,ii,iii, iv skills: The students will
project innovation Development C: i, ii, iii, iv Use social media be graduated
Exploration: may lead to the D: i,ii,iii, iv networks from SMP.
market, innovation of appropriately to
form and build and develop
commodities and function of he relationships Summative
commercialization product. • Practise empathy assessment:
• Delegate and Students will
share responsibility make a year book
Statement of for decision- as remembrance.
inquiry: making
Developing new • Help others
ideas may lead to succeed
o creating • Take
innovative responsibility for
products both one’s own
functionally actions
and • Manage and
aesthetically, resolve conflict,
considering the and work
local markets collaboratively in
and giving them teams
an opportunity • Build consensus
to defend them • Make fair and
from equitable
globalization decisions
market • Listen actively
pressure. to other
perspectives and
ideas
• Negotiate
effectively
• Encourage
others to
contribute
• Exercise
leadership and
take on a variety
of roles within
groups
• Give and
receive
meaningful
feedback
• Advocate for
one’s own
rights and
needs
MYP Grade : 11

Unit Title Key Concept Related Global Context Statement of MYP Subject- ATL Skills Content
Concept (s) Inquiry
group (Topics,
Objective(s) Knowledge,
Skills)
Visual Development Form, Globalization Conceptual A:i,ii iii, iv Collaboration Design situation:
Communic function and and understanding: B: i,ii,iii, iv skills: At school, each
ation innovation sustainability Development C: i, ii, iii, iv Use social face design
Visual may lead to the D: i,ii,iii, iv media networks competition was
Exploration: innovation of appropriately to held
market, form and build and develop
commodities and function of he relationships Summative
commercialization product. • Practise empathy assessment:
• Delegate and Students will
share responsibility make a
Statement of for decision- caricature of
inquiry: making faces.
Developing new • Help others
ideas may lead to succeed
o creating • Take
innovative responsibility for
products both one’s own
functionally actions
and • Manage and
aesthetically, resolve conflict,
considering the and work
local markets collaboratively in
and giving them teams
an opportunity • Build consensus
to defend them • Make fair and
from equitable
globalization decisions
market • Listen actively
pressure. to other
perspectives and
ideas
• Negotiate
effectively
• Encourage
others to
contribute
• Exercise
leadership and
take on a variety
of roles within
groups
• Give and
receive
meaningful
feedback
• Advocate for
one’s own
rights and
needs
MYP Grade : 12

Unit Title Key Concept Related Global Context Statement of MYP ATL Skills Content
Concept (s) Inquiry
Subject- (Topics,
group Knowledge,
Objective(s) Skills)
Design Development Form, Globalization and Conceptual A:I,ii,iii,iv Collaboration skills: Design
Printing function and sustainability understanding: B:I,ii,iii,iv Use social media situation:
innovation Development C:I,ii,iii,iv networks Entering the
Exploration: may lead to D:I,ii,iii,iv appropriately to new year
Market, the innovation build and develop
commodities and of form and relationships
commercialization function of the  Practice
product. empathy
 Delegate and Summative
share assessment:
Statement of responsibility Student will
inquiry: for decision make a
Developing making calendar
new ideas may  Help others
lead o to secced
creating  Take
innovative responsibility
products both for one’s own
functionally actions
and  Manage and
aesthetically, resolve
considering conflict, and
the local work
markets and collaborativel
giving them an y in teams
opportunity to  Build
defend them consensus
from  Make fair and
globalization equitable
market decisions
pressure.  Listen
actively to
others
perspective
and ideas
 Negotiate
effectively
 Encourage
others to
contribute
 Exercise
leadership
and take one
a variety of
roles within
groups
 Give and
receive
meaningfull
feedback
 Advocate for
one’s own
rights and
needs