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.
Two parallel tracks across teacher groups; units 3–5 TBD on Track 1.
From the school's grade-level overview sheets. Click any unit for the full Statement of Inquiry, concepts, ATL skills, and assessment detail.
Designing a board game and an innovative smart dice which enhances the marketability of the game based on the market trends through a sustainable approach.
Scientific and technical innovation.
Systems, Models, Products & Mathematical puzzle.
Logic
Innovation, Markets and Trends
Research skills>Information literacy skills Finding interpreting, judging, and creating information. Collect and analyse data to identify solutions and make informed choices. Transfer skills- Utilizing skills and knowledge in multiple contexts. Combine knowledge understanding and skills to create products or solutions.
Factual What is a dice ? What is logic? What is marketability ? Conceptual: How to create faces? How can the product provide dfferent results? How to compute? Debatable: Does the product really communicate the wide variety of options ?
Criteria ABCD. Students will create a smart dice. Students will mainatin a journal to record all the processes and evidence throughout the unit.
Designing your own digital dice faces using logic building and microbits basic
Identities and Relationships
Mathematical Puzzles, Process and solution
Development
Evaluation
Thinking > Gather and organise relevant information to formulate an argument, Interpret data, Propose and evaluate a variety of solution, Use models and simulations to explore complex systems and issues. Research > Research skills>Information literacy skills Finding interpreting, judging, and creating information. Collect and analyse data to identify solutions and make informed choices.
Factual What are the components of a circuit ? What tools we use for constructing a circuit ? What is the logic behind circuits reaction. ? Conceptual : How can circuits provide differet options? What is the role of decision making to build solutions ? What is the role of logic in determining the decision of circuits? Debatable questions: Can digital dice bring about a change in way traditional game are played ?
Criteria ABCD. Students will create a smart dice and understand the working of microbits to learn the combinations of the numbers which show on a sice.. Students will mainatin a journal to record all the processes and evidence throughout the unit.
Development through innovation and function enables designers to leverage technology in solving real-world problems and positively impact communities and the environment.
Personal and Cultural Expression
System, Digital Life
Development
Function, Innovation
Thinking Skills: Transfer knowledge to new contexts (designing apps from real-world needs) Evaluate solutions and iterate designs based on feedback Self-Management Skills: Set goals and plan effectively Manage time during design and testing phases
Topics: Mobile application development User interface (UI) and user experience (UX) design Block-based programming (using MIT App Inventor) Testing and evaluation Iterative design process Knowledge: Understanding app components (buttons, text input, sensors, lists) Logical structures (conditionals, events, variables) Basics of visual layout and design principles Data storage and user input handling Skills: Planning and designing an app based on user needs Creating prototypes and refining designs through testing Programming app behavior using logic blocks Collaborating and sharing feedback Presenting and reflecting on the final product
Factual: What are the basic components of a mobile app? What makes a design of an app functional and user-friendly? What are the real world problem faced by different communities? Conceptual: How can digital tools be used to improve real-life experiences? How does MIT App Inventor help us create apps? Debatable: Are mobile apps always the most effective solution for solving real-world problems?
In this unit, students could opt to promote one product which encourages positive change in the society and work with it in terms of service learning.
Creative expression through toy design allows personal and cultural values to be communicated in playful and meaningful ways.
Fairness and Development
Creativity
Development
Function, Innovation
Thinking Skills: Generating novel ideas Evaluating existing products Research Skills: Collecting and analyzing data from users Referencing toy safety standards Communication Skills: Presenting ideas visually and verbally Using design sketches and annotated drawings
Rubrics: Use MYP Year 2 rubrics for Criteria A–D. Emphasis will be on how effectively: the toy expresses cultural or personal values, the user needs are met, the design process is documented, and reflection incorporates feedback and learning.
Factual: 1. What are the different types and purposes of toys in various cultures? 2. What are the main parts and features commonly found in toys? 3. What safety rules and standards must be followed when designing toys for children? Conceptual: 1. How can a toy reflect cultural identity or personal values? 2. How do design choices (such as color, shape, and materials) influence the way children play and connect with a toy? Debatable: 1. Should toys be designed to reflect cultural values, or should they be universal so that all children can relate to them equally?
Other grades for this subject: MYP 1 · MYP 3 · MYP 4 · MYP 5