MYP
- Introduction
- overview
- design cycle
  - Introduction
  - investigate
  - design
  - plan
  - create
  - evaluate
- AoI
- assessment
- descriptors
curriculum
- Grade 6
- Grade 7
  - overview
  - logo
  - toy
  - animation
- Grade 8
  - overview
  - T-shirt
  - Game Design
  - catapult
- Grade 9
  - overview
  - poster
  - flash
- Grade 10
resources
- colour
- design notes
- glossary
- research
- planning tips
  - Gantt chart
  - Basics
  - links
- Grade
  - Grade 6
  - Grade 7
  - Grade 8
  - Grade 9
  - Grade 10
software
- Dreamweaver
- flash
- Illustrator
- InDesign
- Photoshop
- Premier
- ProDesktop
- Reason
gallery
- Grade 6
- Grade 7
- Grade 8
- Grade 9
- Grade 10

Objectives for years 1- 5 of the Middle Years Programme

Unlike the objectives for year 5, the interim objectives for years 1 and 3 are not prescribed, although the IB recommends that all schools use them. We have adopted that recommendation.

Investigate

Year 1	Year 2	Year 3	Year 4-5
At the end of the first year, students should be able to:	At the end of the second year, students should be able to:	At the end of the third year, students should be able to:	At the end of the course, students should be able to:
Students identify the problem to be solved
• consider the problem within a wider context1	• consider the importance of the problem for life, society and/or the environment		• evaluate the importance of the problem for life, society and the environment
• understand the concept of a design brief and adapt a given design brief to the problem or, with guidance, start to develop a design brief.	• outline a simple design brief.
Students develop the design brief
• ask useful questions about the investigation3	• ask relevant questions at the different stages of the investigation		• formulate and discuss appropriate questions that guide the investigation
• with guidance, identify appropriate sources of information and acknowledge these using the MLA format	• identify appropriate sources of information and acknowledge these using using the MLA format		• identify and acknowledge a range of appropriate sources of information
• with guidance, use different systematic methods to collect and select information, and to organize it logically	• collect and select information,organize it logically and, with guidance, begin to evaluate it	• collect and select information, organize it logically and, with guidance, begin to analyse it	• collect, analyse, select, organize and evaluate information
• understand the importance of questioning the value of sources of information.		• consider, with guidance, the value of sources of information.	• evaluate the sources of information.
Students formulate a design specification
• understand the concept and importance of the design specification and, with guidance, list the requirements that must be met by the product/solution	• list, with guidance, the specific requirements that must be met by the product/	• list, with limited guidance, the specific requirements that must be met by the product/solution	• list the specific requirements that must be met by the product/solution
			• design tests to evaluate the product/solution against the design specification.

Students should first understand that the role of technology is to provide solutions to problems and, with guidance from the teacher, they should be given opportunities to explore different types of problems that are relevant to them and/or their environment. Students should be given opportunities to identify problems that could be solved using technology before discussing the implications for life, society and/or the environment. The research questions should be based on the nature and type of materials, the tools, techniques and equipment and whether there are similar existing products.

Design

Year 1	Year 2	Year 3	Year 5
At the end of the first year, students should be able to:	At the end of the second year, students should be able to:	At the end of the third year, students should be able to:	At the end of the course, students should be able to:
Students design the product/solution
• understand the importance of testing to determine the success (or otherwise) of the product/solution and, with guidance, design some simple tests. (moved from Investigate in the original IBO objectives)	• design, with guidance, tests to evaluate the product/solution against the design specification. (moved from investigate)	• design, with limited guidance, tests to evaluate the product/solution against the design specification.
• create designs and communicate them using different forms and conventions	• generate a range of designs that attempt to meet the design specifications		• generate several feasible designs that meet the design specification
• compare the designs against the design specifications	• compare the designs against the design specifications and identify the pros and cons of each design		• evaluate the designs against the design specification
• select, with guidance, one design over the others.	• select one design and explain its choice.		• select one design and justify its choice.

Plan

Year 1	Year 2	Year 3	Year 5
At the end of the first year, students should be able to:	At the end of the second year, students should be able to:	At the end of the third year, students should be able to:	At the end of the course, students should be able to:
Students plan the product/solution
• describe, with guidance, the steps needed to create the product/solution	• devise, with guidance, a series of logical steps to create the product/solution		• construct a plan to create the product/solution that has a series of logical steps
• construct a plan to create, with guidance, the product/solution that makes effective use of resources and time	• construct a plan to create the product/solution that makes effective use of resources and time		• construct a plan to create the product/solution that makes effective use of resources and time
• with guidance, consider the effectiveness of the plan and make suitable modifications.	• analyse the plan and explain the need for any modifications to the design.		• evaluate the plan and justify any modifications to the design.

Create

Year 1	Year 2	Year 3	Year 5
At the end of the first year, students should be able to:	At the end of the second year, students should be able to:	At the end of the third year, students should be able to:	At the end of the course, students should be able to:
Students use appropriate techniques and equipment
• use different techniques and equipment, with guidance	• use appropriate techniques and equipment competently		• use a range of appropriate techniques and equipment competently
• ensure a safe working environment for themselves and others.
Students follow the plan
• understand the importance of plans and, with guidance, follow the plan to produce the product/solution	• follow the plan to produce the product/solution with minimal guidance		• follow the plan to produce the product/solution
• understand the importance of monitoring progress and revisiting the plan and, with guidance, making necessary changes.	• explain any changes to the plan (when necessary).	• review the plan and explain any changes to the plan (when necessary).	• evaluate the plan and justify any changes to the plan (when necessary).
Students create the product/solution
• create, with some guidance, a product/solution of appropriate quality.	• create a product/solution of appropriate quality.

Note: Appropriate quality is the best quality that can be produced, taking into account the resources available, the skills and techniques they have learned, their educational development, how the product/solution addresses the identified need and aspects of safety and ergonomics

Evaluate

Year 1	Year 2	Year 3	Year 5
At the end of the first year, students should be able to:	At the end of the second year, students should be able to:	At the end of the third year, students should be able to:	At the end of the course, students should be able to:
Students evaluate the product/solution
• carry out or follow tests, with guidance, to compare the product/solution against the design specification	• carry out tests to compare the product/solution against the design specification		• carry out tests to evaluate the product/solution against the design specification
• consider the success (and/or failure) of the product/solution based on testing, their own views and the views of the intended user	• consider the success (and/or failure) of the product/solution in an objective manner based on testing, their own views and the views of the intended user		• evaluate the success of the product/solution in an objective manner based on testing, their own views and the views of the intended user
• consider, with guidance, the impact of the product/solution on individuals and/or on society	• consider the impact of the product/solution on individuals and/or on society		• evaluate the impact of the product/solution on individuals and on society
• explain, with guidance, how the product/solution could be improved.	• explain how the product/solution could be improved.
Students evaluate their use of the design cycle
• reflect on their performance at each stage of the design cycle			• evaluate their performance at each stage of the design cycle
• identify and describe the parts they found easy and the parts that proved difficult. With guidance, suggest ways in which their performance could be improved.	• identify the parts they found difficult and suggest ways in which their performance could be improved.		• suggest ways in which their performance could be improved.

Attitudes in Technology

This objective goes beyond technology and refers to encouraging attitudes and dispositions that will contribute to students’ development as caring and responsible individuals and members of society.

This objective is set in the context of the technology class (and it is also present in MYP sciences as “Attitudes in science”) but will pervade other subjects and life outside school. It includes notions of safety and responsibility when working in technology as well as respect for and collaboration with others and their shared environment.

Year 1	Year 2	Year 3	Year 5
Throughout the course, students should:	At the end of the second year, students should be able to:	Throughout the course, students should:	Throughout the course, students should:
• carry out units of work in technology using materials and techniques safely and responsibly
• work effectively as members of a team, collaborating, acknowledging and supporting the views of others
• provide evidence of personal engagement with the subject (motivation, independence, general positive attitude) when working in technology.