Prepared by: Laurence Agawa Lim 1

MYP Unit Planner 2

Facilitator: Subject: Design Design Cycle: A-B
Unit Title: Universal Design – Concept Board MYP Year: Unit Duration: 6 hours

Design Situation/Design Problem

Inclusivity is equal opportunities and resources for people with access needs, such as those with physical or intellectual disabilities or belonging to
other minority groups. Observing the learning space and areas you have, your task as designers will be adding modifications, improvements, upgrades, and
additions to develop the space/room/area or equipment or furniture & furnishing to aid the individuals with access needs to improve their mobility and
enjoy all the learning space.
In your proposal, your task is to provide a concept board where you will choose a space, room, area, furniture, or furnishings and provide a design
brief of what disability or disabilities you will cater for this improvement, how you will implement these upgrades, what materials or equipment you will
need and use and reflect on its importance.
Examples of individuals with access needs are and are not limited to muscular dystrophy, deaf, hard of hearing, blind, speech and language disability,
autism spectrum disorder, dwarfism, blindness, and others.

Focus: Inclusivity
Client: School
End-user: Individuals with access needs

Example:
Image Figure 1, Concept Board, from Note: An actual concept board will be done
https://3.bp.blogspot.com/-o-bLTK- as example showing the contents of the unit
araU/WFmV2h_P5hI/AAAAAAAAICY/zOQ task before the introduction of this lesson
k_ripakkwVCJHDXvBcaNE-A- plan to the students as initial guide after the
2DTKoACLcB/s1600/4.jpg discussion of all the inquiry questions.

Note: Proper accommodation will be provided for those students with access needs accordingly.
Prepared by: Laurence Agawa Lim 2

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context
System Ergonomics, Anthropometrics, Function, Universal Design, Fairness & Development
Diversity, Inclusivity Exploration: Knowing the various disabilities
and catering to their needs in
mobility and space with the
consideration of universal
design.
Statement of inquiry
Conceptual Understanding: Universal Design through considering and implementing ergonomics, anthropometrics, function, diversity, and inclusivity.
Statement of Inquiry: Properly using ergonomics, anthropometrics and understanding the function, diversity, and inclusivity to develop a universal design
for fairness and development will promote system improvements.
Inquiry questions
Factual: What is Universal Design?
Who are the individuals with access needs?
Conceptual: How to use anthropometrics and ergonometric effectively?
Debatable: Could we make any space inclusive for everyone?
Is this consideration necessary or essential?

Design Goal Design Specification

Community Issues Content
• Accessibility • Design Brief
• Inclusivity Concept Board for the Proposed Development
Area or Location or Equipment or Furniture or Furnishings
(Where/what area or tangible materials will you develop?)
Purpose (What kind of disability will it cater to this change?)
Development, Modifications, Improvements, Upgrades,
Additions, Considerations (What it looks like?)
(The before and after scenes/looks)
Materials (What kind of materials are to be used?)
Manner of installation (How will it be installed?)
MATERIALS

Note: Proper accommodation will be provided for those students with access needs accordingly.
Prepared by: Laurence Agawa Lim 3

Facilitator Students
Note: Concept Board
• Assist students on how their proposal can be realistic regarding Foam Core Board (5mm - white) - A2 1pc
provisions, availability, and budget considerations. Glue - paste
• Demolition, alterations, or major construction involved in the Hot glue gun
proposal is not encouraged. cutting tools (scissors, utility knife)
Prints
Presentation of concept board in the class allowing their peers to assess and give feedback.

Knowledge
• MYP Design Cycle/process
• Research Methods
• Different Types of Individuals with Access Needs
• Ergonometric and Anthropometrics
• Accessibility
• Inclusivity
• Universal Design

Skills
• How to present ideas in a comprehensive layout.
• How to draw designs (annotating, labeling, creating a range of rough sketch design ideas and a final multimodal text).
• How to use tools and equipment safely and effectively.
• How to develop a research agenda.
• How to draw up product specifications.
• How to conduct a structured inquiry (establish end-user/client expectations).

Note: Proper accommodation will be provided for those students with access needs accordingly.
Prepared by: Laurence Agawa Lim 4

Note: Proper accommodation will be provided for those students with access needs accordingly.