Learning Spot the Differece Page 1 of 2

engagement

Experts from around the world have been working in collaboration with hundreds of educators to create the next
chapter of the MYP. Teachers in 136 pilot schools located in 46 countries have been involved in the curriculum
development process.

The current Technology guide (2008 – updated 2010) has been reviewed as a result of the Next Chapter project. A
new Design guide will be pre-published this year in december (2013), for use from September 2014/January 2015.

The guide was reviewed bearing in mind the following points:

• to make it clearer, updated and more user-friendly

• to incorporate needs of teachers and schools
• to avoid overlap between objectives and better align them with those of other subject-groups
• to ensure a continuum with the other IB programmes
• to promote concept and inquiry-based curriculum

Carefully read the pre-publication guide and spot the difference between old and the new guide….

Aspect OLD GUIDE (2008) NEW GUIDE (2014) Possible rationale

- develop an appreciation of the develop an appreciation of the Slight change from

significance of technology for life,
society and the environment
impact of design innovations for
life, global society and
environments
Technology to design in
line with the subject
name change. Done to
avoid the confusion with
technology being
interoperated as ICT.

Looking at the boarder

context is still at the
forefront of the MYP

use knowledge, skills and
techniques to create
products/solutions of appropriate
Aims quality
Develop knowledge, Make inter & trans-
understanding and skills from disciplinary
different disciplines to design and understanding and
create solutions to problems transfer more explicit.
using the design cycle

develop problem-solving, critical-
and creative-thinking skills
through the application of the
design cycle
enjoy the design process, develop
an appreciation of its elegance
and power
What a great aim “Enjoy”
is!
The critical & creative
thinking scaffold that is
the DC is certainly a
powerful and elegant
methodology for problem
solving.

Gold…

use and apply information and use and apply technology Dropped the use of ICT so
communication technology (ICT) effectively as a means to access, as to better highlight the
effectively as a means to access, process and communicate creation and problem
process and communicate information, model and create solving aspect. Perhaps to

MYP Next Chapter- Subject-group UPDATE © International Baccalaureate Organization 2013

 Learning
engagement
information, and to solve
problems.
develop respect for others’
viewpoints and appreciate
alternative solutions to problems
Objectives Investigate
Students identify the problem to
be solved.
- evaluate the importance of the
problem for life, society and the
environment
- outline the design brief.
Students should develop the
design brief.
- formulate and discuss
appropriate questions that guide
the investigation
- identify and acknowledge a
range of appropriate sources of
information
- collect, analyse, select, organize
and evaluate information
- evaluate the sources of
information.
Students formulate a design
specification.
- list the specific requirements
that must be met by the
product/solution
- design tests to evaluate the
product/solution against the
design specification.
MYP Next Chapter- Subject-group UPDATE
Spot the Differece
solutions, and to solve problems
appreciate past, present and
emerging design within cultural,
political, social, historical and
environmental contexts
act with integrity and honesty,
and take responsibility for their
own actions developing effective
working practices.
Inquiring and analysing
Students are presented with a
design situation, from which they
identify a problem that needs to
be solved. They analyse the need
for a solution and conduct an
inquiry into the nature of the
problem.
In order to reach the aims of
design, students should be able
to:
i. explain and justify the
need for a solution to a
problem for a specified
client/target audience
ii. identify and prioritize the
primary and secondary
research needed to
develop a solution to the
problem
iii. analyse a range of
existing products that
inspire a solution to the
problem
iv. develop a detailed design
brief which summarizes
© International Baccalaureate Organization 2013
Page 2 of 2
include the roll of CAM
and other technology.
Not just ICT.
Much more explicit as to
what alternative view
points cold be and in the
context they are found.
The removal of the
Attitudes criteria maybe
the reason behind this
aim being included.
Integrity, honesty &
responsibility should be
aims in life!
Apart from the name
change, the new
‘research’ objectives are
much clearer and more
concise. The format of all
objectives has changed
with the 3 ‘sub-objectives
being scrapped. These
lead to massive
investigations in the past!
“develop design brief’
was often confusing
Emphasis on client is a
good one.
Mentioning primary and
secondary sources is very
important.
I like the clear idea that
only a summary of
relevant findings should
be included.
The exact alignment of
objectives and criteria is a
very welcome change.
 Learning
engagement
Plan
Students design the
product/solution.
- generate several feasible
designs that meet the design
specification
- evaluate the designs against the
design specification
- select one design and justify its
choice.
Students plan the
product/solution.
- construct a plan to create the
product/solution that has a series
of logical steps
- construct a plan to create the
product/solution that makes
effective use of resources and
time
- evaluate the plan and justify any
modifications to the design.
Create
Students use appropriate
techniques and equipment.
- use a range of appropriate
techniques and equipment
competently
- ensure a safe working
environment for themselves and
others.
Students follow the plan. At the
MYP Next Chapter- Subject-group UPDATE
Spot the Differece
the analysis of relevant
research
Developing ideas
Students write a detailed
specification, which drives the
development of a solution. They
present the solution.
In order to reach the aims of
design, students should be able
to:
i. develop a design
specification which
clearly states the success
criteria for the design of
a solution
ii. develop a range of
feasible design ideas
which can be correctly
interpreted by others
iii. present the final chosen
design and justify its
selection
iv. develop accurate and
detailed planning
drawings/diagrams and
outline the requirements
for the creation of the
chosen solution.
Creating the solution
Students plan the creation of the
chosen solution and follow the
plan to create a prototype
sufficient for testing and
evaluation.
In order to reach the aims of
design, students should be able
© International Baccalaureate Organization 2013
Page 3 of 2
Design and plan as
common objectives but
separate assessment
criteria was always
clumsy curriculum design
and its good to see it go.
Design Spec moved into
this objective which is
more cohesive for
students when thinking
about design.
Very good to see design
development as a new
objective as it get the
students consider
manufacturing
procedures before writing
their plan.
Shame to see the same
clumsiness of the old
objectives back with the
‘drawing/diagrams’
stipulation in the design
development objective.
Why? Surely design
development would
suffice rather than
implying diagrams are
necessary. In Food Tech!?
Evaluate the plan gone as
well which is good.
Students always found
this difficult and an odd
procedure.
Plan move into the create
criteria with the implicate
idea of the plan being
suitable for peers to
follow.
Again good to see
consolidation and
clarification.
 Learning Spot the Differece Page 4 of 2
engagement

end to: Really like the

- follow the plan to produce the
product/solution
- evaluate the plan and justify any
changes to the plan (when
necessary).
Students create the
product/solution.
- create a product/solution of
appropriate quality.
presentation of the final
v. construct a logical plan, product which should
which describes the help with moderation
efficient use of time and samples.
resources, sufficient for
peers to be able to
follow to create the
solution
vi. demonstrate excellent
technical skills when
making the solution

vii. follow the plan to create the

solution, which functions
as intended

viii. fully justify changes made to

the chosen design and
plan when making the
solution

ix. present the solution as a

whole, either:

a. in electronic form, or

b. through photographs
of the solution from
different angles,
showing details.

Evaluate I can see the links with

Students evaluate the
product/solution.
-carry out tests to evaluate the
product/solution against the
design specification
- evaluate the success of the
product/solution in an objective
manner based on testing, their
own views and the views of the
intended user
- evaluate the impact of the
product/solution on individuals
and on society
-explain how the product/solution
could be improved.
Evaluating
Students design tests to evaluate
the solution, carry out those tests
and objectively evaluate its
success. Students identify areas
where the solution could be
improved and explain how their
solution will impact on the client
or target audience.
In order to reach the aims of
design, students should be able
to:
i. design detailed and relevant
the DP program here in
evaluating in particular
with the generation of
testing data. Much more
robust.
Moving the design of
tests here should help
keep the test relevant,
contextual and
measurable. Testing
designed in the
Investigate stage often
lacked relevance by the
time the product was

MYP Next Chapter- Subject-group UPDATE © International Baccalaureate Organization 2013

 Learning Spot the Differece Page 5 of 2
engagement

testing methods, which complete and the

generate data, to design/solution changed.
measure the success of
the solution Prescribed interim
objectives will keep
ii. critically evaluate the consistency across all
success of the solution schools in all regions.
against the design
specification

iii. explain how the solution

could be improved

iv. explain the impact of the

solution on the
client/target audience.

Investigate Loss of the weak attitudes

Design Inquiring and analysing as it was always an ATL
and often reported on by
Plan Developing ideas school as a separate
‘effort’ indicator in
Create Creating the solution reports sent to parents.
Assessment Evaluate
Evaluating Exact alignment with
Criteria
objectives & design cycle
Attitudes
is a no brainer.

4 objectives across all

subjects also now have
alignment, as are the
levels.

Design Technology, Computer 50 hrs early years. 70 hrs in years Giving schools the option
Technology. 4&5. to offer 6 from 8 MYP
subjects if they choose is
Required in all years of the Digital Design, Product Design or an interesting decision
program combined courses offered. and a double edge sword.
Requirements The 70 hr minimum
requirement for validated
grades really will mean
that schools offer Design,
PE and the Arts as
options.

External Samples for moderated sent as Moderated samples as e- E-portfolios are an

assessment hard copies. portfolios obvious move forward.
Faster turn around, cost,
easier for multi regional
moderation and reliability

MYP Next Chapter- Subject-group UPDATE © International Baccalaureate Organization 2013

 Learning Spot the Differece Page 6 of 2
engagement

of delivery.

3 Branches No 3 branches The removal of the 3

branches, in particular
materials, allows schools
to offer design without
‘reverting’ to a tradition
workshop environment.

Schools should have the

freedom to deliver the
content they believe
Other meets the needs of their
students. So long as the
principles or design are
meet, the type of design
should not matter overly
much.

Personally I still believe

kids need to MAKE

MYP Next Chapter- Subject-group UPDATE © International Baccalaureate Organization 2013