MYP Design Cycle

Criterion C

Creating the Solution

Designers use technical skills to physically follow the plan to make the solution. Designers shouldn't feel handcuffed by their design and should be open to thinking on the spot. Initial testing occurs during this stage and if obstacles are encountered, changes can be made to optimize and improve the original plan.

Criterion C ~ Assessment

MYP Year 5

0 >> The Y5 MYP Design Student:

does not reach a standard described by any of the descriptors below.

1-2 >> The Y5 MYP Design Student:

i. demonstrates minimal technical skills when making the solution

ii. creates the solution, which functions poorly and is presented in an incomplete form.

3-4 >> The Y5 MYP Design Student:

i. constructs a plan that contains some production details, resulting in peers having difficulty following the plan

ii. demonstrates satisfactory technical skills when making the solution

iii. creates the solution, which partially functions and is adequately presented

iv. outlines changes made to the chosen design and plan when making the solution.

5-6 >> The Y5 MYP Design Student:

i. constructs a logical plan, which considers time and resources, sufficient for peers to be able to follow to create the solution

ii. demonstrates competent technical skills when making the solution

iii. creates the solution, which functions as intended and is presented appropriately

iv. describes changes made to the chosen design and plan when making the solution.

7-8 >> The Y5 MYP Design Student:

i. constructs a detailed and logical plan, which describes the efficient use of time and resources, sufficient for peers to be able to follow to create the solution

ii. demonstrates excellent technical skills when making the solution.

iii. follows the plan to create the solution, which functions as intended and is presented appropriately

iv. fully justifies changes made to the chosen design and plan when making the solution

How to Get 8 for Criterion C

Top Marks Check List for MYP

i. constructs a detailed and logical plan, which describes the efficient use of time and resources, sufficient for peers to be able to follow to create the solution

Identify all the tasks that need to be addressed to complete the project
Explain every task so others can understand
Order every task in a logical sequence
Create a detailed and logical plan that can be read and understood by a 3rd party and the 3rd party can make sense of your plan and even follow your plan to build your product
Be sure to address:
- Time - duration (how long will each task take)
- Time - date (when will each task happen)
- What (explain each task - what are you actually doing)
- Who (if group work, who is responsible for which task(s))
Resources (what are materials, software, hardware, tools, etc. are you using for each task)
Consider using charts, diagrams, a flow chart, Gannt chart &/or text (example below)
Consider including aspects of quality control and quality assurance

ii. demonstrates excellent technical skills when making the solution.

Identify many (5-10) technical skills that you developed and demonstrated when engaged in the creating stage of your project
Not ATL skills - the focus needs to be on technical skills
If you need help identifying skills - conduct some research to help
When researching, also find simple explanations of each skill and include this information
Steps:
- Identify the skills
- provide clear explanations about each skill
- provide evidence of you demonstrating each skill
Consider presting as a bullet point list, with photos, explanations &/or video of specific skills linked to specific tasks.
High technical skills &/or newly developed skills are needed to be demonstrated for top marks
Consider the many manipulative skills you effectively used and also all the tech tools, techniques and equipment you skillfully used
Flex time! Convince the reader that you have loads of excellent skills

iii. follows the plan to create the solution, which functions as intended and is presented appropriately

Present your product/solution
You may consider briefly explaining how your product/solution fully met the design brief and solved the initial problem
Link your product to your plan

iv. fully justifies changes made to the chosen design and plan when making the solution

First - IDENTIFY many (5-15) changes that occurred during the creating phases and create a long LIST (changes can be big, small or both)
Second - expand on each list item and provide an OUTLINE that EXPLAINS and DESCRIBES exactly WHAT was changed and HOW each item was changed (an easy way to do this is by providing a BEFORE n AFTER picture). Provide clear explanations about what changes/ iterations/ adjustments/ improvements you made as you were creating your product
Third - for every change you identified - now explain WHY each change was made so as to JUSTIFY and here are some suggestions to help you explain the WHY: “This change was made…
- as a response to feedback from client/peer
- to better meet the needs of the design brief
- to meet a need of one of the design specifications
- to improve the user experience (UX)
- to make the product more user-friendly
- to improve the aesthetics
- to make the product stronger, more stable, more comfortable, more attractive, etc.
- to ensure that the initial problem was being solved
- ensure the product was finished on time
because this material was more environmentally friendly and more cost-effective
Pro Tip - Compare your finished product to the BEST/CHOSEN DESIGN in Criterion B (iv) and your PLAN in Criterion C (i)

Criterion C ~ Assessment

MYP Year 3

0 ~ The Year 3 MYP Student:

does not reach a standard described by any of the descriptors below.

1–2 ~ The Year 3 MYP Student:

i. demonstrates minimal technical skills when making the solution

ii. creates the solution, which functions poorly and is presented in an incomplete form.

3-4 ~ The Year 3 MYP Student:

i. outlines each step in a plan that contains some details, resulting in peers having difficulty following the plan to create the solution

ii. demonstrates satisfactory technical skills when making the solution

iii. creates the solution, which partially functions and is adequately presented

iv. outlines changes made to the chosen design or plan when making the solution.

5-6 ~ The Year 3 MYP Student:

i. constructs a plan, which considers time and resources, sufficient for peers to be able to follow to create the solution

ii. demonstrates competent technical skills when making the solution

iii. creates the solution, which functions as intended and is presented appropriately

iv. outlines changes made to the chosen design and plan when making the solution.

7-8 ~ The Year 3 MYP Student:

i. constructs a logical plan, which outlines the efficient use of time and resources, sufficient for peers to be able to follow to create the solution

ii. demonstrates excellent technical skills when making the solution

iii. follows the plan to create the solution, which functions as intended and is presented appropriately

iv. explains changes made to the chosen design and plan when making the solution.

Criterion C ~ Assessment

MYP Year 1

0 ~ The Year 1 MYP Student:

does not reach a standard described by any of the descriptors below.

1-2 ~ The Year 1 MYP Student:

i. demonstrates minimal technical skills when making the solution

ii. creates the solution, which functions poorly and is presented in an incomplete form.

3-4 ~ The Year 1 MYP Student:

i. lists the main steps in a plan that contains some details, resulting in peers having difficulty following the plan to create the solution

ii. demonstrates satisfactory technical skills when making the solution

iii. creates the solution, which partially functions and is adequately presented

iv. states one change made to the chosen design or plan when making the solution.

5-6 ~ The Year 1 MYP Student:

i. lists the steps in a plan, which considers time and resources, resulting in peers being able to follow the plan to create the solution

ii. demonstrates competent technical skills when making the solution

iii. creates the solution, which functions as intended and is presented appropriately

iv. states one change made to the chosen design and plan when making the solution.

7-8 ~ The Year 1 MYP Student:

i. outlines a plan, which considers the use of resources and time, sufficient for peers to be able to follow to create the solution

ii. demonstrates excellent technical skills when making the solution

iii. follows the plan to create the solution, which functions as intended and is presented appropriately

iv. lists the changes made to the chosen design and plan when making the solution.

Differentiation and Assessment

Criterion C Strand i

0 >> The student does not reach a standard described by any of the descriptors below.

3-4 >> The student constructs a plan that contains some production details, resulting in peers having difficulty following the plan

5-6 >> The student constructs a logical plan, which considers time and resources, sufficient for peers to be able to follow to create the solution

7-8 >> The student constructs a detailed and logical plan, which describes the efficient use of time and resources, sufficient for peers to be able to follow to create the solution

Criterion C Strand ii

0 >> The student does not reach a standard described by any of the descriptors below.

1-2 >> The student demonstrates minimal technical skills when making the solution

3-4 >> The student demonstrates satisfactory technical skills when making the solution

5-6 >> The student demonstrates competent technical skills when making the solution

7-8 >> The student demonstrates excellent technical skills when making the solution

Criterion C Strand iii

0 >> The student does not reach a standard described by any of the descriptors below.

1-2 >> The student creates the solution, which functions poorly and is presented in an incomplete form

3-4 >> The student creates the solution, which partially functions and is adequately presented

5-6 >> The student creates the solution, which functions as intended and is presented appropriately

7-8 >> The student follows the plan to create the solution, which functions as intended and is presented appropriately

Criterion C Strand iv

0 >> The student does not reach a standard described by any of the descriptors below.

3-4 >> The student outlines changes made to the chosen design and plan when making the solution

5-6 >> The student describes changes made to the chosen design and plan when making the solution

7-8 >> The student fully justifies changes made to the chosen design and plan when making the solution

Criterion C Differentiation

i. The student constructs a plan (resulting in peers having difficulty following the plan --> sufficient for peers to be able to follow --> that contains some production details --> that is logical which considers time and resources --> that is logical which describes the efficient use of time and resources)

ii. (minimal --> satisfactory --> competent --> excellent) technical skills demonstrated

iii. product (functions poorly --- partially functions -- functions as intended)

iii. product is presented (in an incomplete form -- adequately -- appropriately)

iv. (outlines -- describes -- fully justifies) changes made