Repurpose ASHVIK

Statement of Inquiry
All ideas need
refinement, through
Global Context development, to
become successful,
Human impact on the
environment
How is everything
connected?
Students will explore the
interconnectedness of
human-made systems
and communities; the
relationship between
local and global
processes; how local
experiences mediate the
global; the opportunities
and tensions provided by
world-interconnectedness
s; the impact of
decision-making on
humankind and the
environment.

appropriate and Green and Eco-design

Key Concept feasible. The Sustainable
consumption
development of Sustainable design
solutions allows Sustainable
problems to be development
Related Concept solved with greater Sustainable innovation
success. Sustainable production

ATL Skills

Communication - How can students communicate through interaction?

 Contents
Criterion A - Inquiring and Anaylsing
Task A1 The Problem
Task A2 Research plan
Task A3 Anaylsing similar product
Task A4 Design Brief

page
Bibliography

Criterion B - Developing Ideas

Task B1 Design Specifications
Task B2 Rough Sketch ideas
Task B2 Design Ideas
Task B3 Presentation of the chosen design
Task B4 Planning drawings

Criterion C - Creating a solution

Task C1 Plan for Manufacture
Task C2 Presentation of the technical skills
Task C3 Presentation of the the final solution
Task C4 Changes to the design or plan for manufacture

Criterion D - Evaluating
Task D1 Testing Methods
Task D2 Success of the solution against the specifications
Task D3 Improvements to the solution
Task D4 Impact on the client
 Developing Ideas

A
Achievement level
Level descriptor

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

A1 - explain (and justify) the need for a solution to a problem

1–2 ➢ states the need for a solution to a problem

Criterion
3–4 ➢ outlines the need for a solution to a problem
5–6 ➢ explains the need for a solution to a problem
7–8 ➢ explains and justifies the need for a solution to a problem

A2 - construct a research plan, needed to develop a solution to the problem

1–2 ➢ states the the findings of research

3–4 ➢ states some points of research needed to develop a solution, with some guidance
5–6 ➢ states and prioritizes the main points of research needed to develop a solution to the problem, with some guidance
➢ states and prioritizes the main points of research needed to develop a solution to the problem, with minimal guidance
7–8

A3

1–2 ——
3–4 ➢ states the main features of an existing product that inspires a solution to the problem
➢ outlines the main features of an existing product that inspires a solution to the problem
5–6 ➢ describes the main features of an existing product that inspires a solution to the problem

7–8

A4

1–2 —
3–4 ➢ outlines some of the main findings of research
5–6
➢ outlines the main findings of relevant research.
7–8
➢ presents the main findings of relevant research.
Brainstorm of the situation A1

Explain what you learned from this brainstorm?

I learned about a lot of Products to Re-purpose and all of the ideas that I saw were very creative and useful.

From the brainstorm I developed a lot thinking skills and also research skills by researching different cities.
Lastly from this brainstorm I was able to think and pick the right people as choices for my customer because I think that each one
Task A1 - Explain the need for a solution to a problem.

The Problem

My problem for this unit is I might not be able to find the old tyres or a broken picture frame. (Lack of
Equipment)

Why does it need solving?

To solve the problem I will investigate…….

There is one or two solutions for this problem and they are
● Firstly I can ask a scrapyard for an old tyre and buy it if they are willing to sell it.
● Secondly I could just use the equipment that I have at home to build something like I could use
lotion bottle’s to create phone charging stations or I could use a soda can to create and plant
pot.
 Formative Assessment Feedback
This section is for formative assessment use of the IB MYP Design criteria. It is your responsibility to act upon this feedback from your teacher and seek further guidance where needed in support of your work progression. In class, this is one form of
feedback, but not exclusive too.

You need to reflect upon the support in Google docs and Managbac for further clarification and seek out the teacher if there is continual misunderstanding of what has been asked during this Criterion assessment period.

This assessment document has been created to provide you with a MAP where your evidence of work is when uploaded for assessment.
★ The assessment grading MAP levels may show your awarded grade in different grade boundaries for each task which is common.
★ The Red, Amber & Green colours indicate your work at the time of formative submission

Red = Missing Work Amber = work presented but read feedback comments Green = achieved the standard required, read comments to progress

Grade
Marks Level Descriptor Teacher Comments
Awarded

0 The work does not reach a standard described by the descriptors below

1-2 States the need for a solution to a problem

3-4 Outlines the need for a solution to a problem

Be sure to:
● Complete each slide in as much detail as possible.
● Explain in detail what you are going to investigate to be able to create
5-6 Explains the need for a solution to a problem 5
your product.
● Explain and justify a need for a solution to your problem without telling me
exactly what you are going to create and who you are creating it for.

7-8 Explains and Justifies the need for a solution to a problem
The bolded words in the level descriptors are the MYP Command terms, below puts these words into context
❏ States to give a specific name, value or other brief answer without explanation or calculation.
❏ Outlines to give a brief account or summary
❏ Explain to give a detailed account including reasons or causes. (See also “Justify”.)
❏ Justify to give valid reasons or evidence to support an answer or conclusion. (See also “Explain”.)
To improve;
★ Reflect on the other assessment grade boundaries provided, adjust, modify, change your criterion work ready for final summative submission.
★ Have you looked at the support on Good Drive for guidance?
Also, you can;
➢ Download and use the guided information that has been provided on the Design Google Drive and Managebac
➢ Plan you time in the class and home time to complete your work to your best ability. Ask yourself, is it good enough? Also, not to submit your work is
not good enough because without seeing your work the teacher can not support your learning development.
Identify and prioritize the research - Secondary

Q1: What is the impact of repurpose ?

Question Secondary Research A2
We can save the environment by Repurpose because it reduces greenhouse gas
identify one source of information, identify the key facts (bullet point) emissions,It reduces the waste that will need to be recycled or sent landfills.
Repurpose allows to be used to their fullest.
Citation source (use MLA8)

states, U. (2023, January 21). Reducing and reusing basics. EPA. Retrieved February 6,
2023, from https://www.epa.gov/recycle/reducing-and-reusing-basics

I learned that Repurpose can save the environment so that’s why from today I want
What did you personally learn from this question, how will it help you develop your Repurpose the things that I want to throw away so that I do not pollute.
understanding about your problem? write a brief summary or bullet points.

Q2:What are good materials to Some very good materials to Repurpose are old tv’s into aquariums or plastic bottles
into water sprinklers or tree branches into ladders or broken footballs into plant pots.
repurpose?
Identify and prioritize the research - Secondary
Question Secondary Research

Q3What is difference between Repurpose Recycling is taking something and changing it to something that is totally different so that it
and Recycle ? can be used again but Repurpose is taking something and changing it’s purpose while it is
identify one source of information, identify the key facts (bullet point)
still the same object.
Citation source (use MLA8) Repurpose and Recycling.

I learned what is the difference between recycling and repurposing.

What did you personally learn from this question, how will it help you develop your
understanding about your problem? write a brief summary or bullet points.

Q4

identify one source of information, identify the key facts (bullet point)

Citation source (use MLA8)

What did you personally learn from this question, how will it help you develop your
understanding about your problem? write a brief summary or bullet points.
Identify and prioritize the research - Primary Research
Question Primary Research

Q1 What do you think Recycling is ? I think recycling is when you take a waste product and turn it into something new instead of
throwing it away.

Who is your primary source? Leonardo moni

What did you personally learn from this question, how will it help you develop your
understanding about your problem? write a brief summary or bullet points.

What do you think are easy to find

Q2 I think that plastic bottles and plastic lids are easy to find and repurpose. Also cardboard is
materials to repurpose ? easy to repurpose and it is common to find it.

Who is your primary source?

Leonardo moni

What did you personally learn from this question, how will it help you develop your
understanding about your problem? write a brief summary or bullet points.
Identify and prioritize the research - Primary Research
Question Primary Research

Q3

Who is your primary source?

What did you personally learn from this question, how will it help you develop your
understanding about your problem? write a brief summary or bullet points.

Q4

Who is your primary source?

What did you personally learn from this question, how will it help you develop your
understanding about your problem? write a brief summary or bullet points.
 Formative Assessment Feedback
This section is for formative assessment use of the IB MYP Design criteria. It is your responsibility to act upon this feedback from your teacher and seek further guidance where needed in support of your work progression. In class, this is one form of
feedback, but not exclusive too.

You need to reflect upon the support in Google docs and Managbac for further clarification and seek out the teacher if there is continual misunderstanding of what has been asked during this Criterion assessment period.

This assessment document has been created to provide you with a MAP where your evidence of work is when uploaded for assessment.
★ The assessment grading MAP levels may show your awarded grade in different grade boundaries for each task which is common.
★ The Red, Amber & Green colours indicate your work at the time of formative submission

Red = Missing Work Amber = work presented but read feedback comments Green = achieved the standard required, read comments to progress

Grade
Marks Level Descriptor Teacher Comments
Awarded

0 The work does not reach a standard described by the descriptors below

1-2 States the main findings of the solution

Be sure to:
● Complete each slide in as much detail as possible.
3-4 States some points of research to develop a solution, with some guidance. 3 ● Cite your work according to MLA.
● Prioritise your primary and secondary research in order of importance as it
is meant to develop a solution to your problem.

States and prioritizes the main points of research needed to develop a

solution to the problem, with some guidance
5-6

To improve;
The bolded words in the leveland
States descriptors arethe
prioritizes themain
MYPpoints
Command terms, needed
of research below puts these words
to develop a into context ★ Reflect on the other assessment grade boundaries provided, adjust, modify, change your criterion work ready for final summative submission.
7-8
solution to the problem, with minimal guidance ★ Have you looked at the support on Good Drive for guidance?
❏ States to give a specific name, value or other brief answer without explanation or calculation.
Also, you can;
❏ Outlines to give a brief account or summary
➢ Download and use the guided information that has been provided on the Design Google Drive and Managebac
❏ Prioritize to give relative importance to, or put in an order of preference. ➢ Plan you time in the class and home time to complete your work to your best ability. Ask yourself, is it good enough? Also, not to submit your work is
❏ Develop to improve incrementally, elaborate or expand in detail. Evolve to a more advanced or effective not good enough because without seeing your work the teacher can not support your learning development.
Existing created products
Product Name
Which age group (demographic)
was this product made for?
What is the AESTHETICS of
the product
What is the FUNCTION of the
product
What COLOURS are used in
Picture frame key holder Insert photo here
A3
This picture frame key holder
is for 18 years and older
because at that age they will
have a lot of keys like house
keys and car keys.
This frame is modern and it
has a black matt finish which
will makes it look aesthetically
pleasing.
The function of this product is
to hold keys for you so that
you can hang your keys when
you back from somewhere
and you can pick them back
where you left them.
Analysis on the next page
The colour for my product is going to be black.
Existing created products
Product Name
Which age group (demographic)
was this product made for?
What is the AESTHETICS of
the product
What is the FUNCTION of the
product
Insert photo here
Tyre plant pots
This product was made for 5
years and older because it
looks very fun and playful and
at the same time it is teaching
kids to grow plants and at the
same time it is teaching kids
to be caring because they
need to water the plants
everyday so that the plant can
live and this product make it
more fun to water the plants
because it has a lot of colours
that makes it attractive.
This product looks very
colourful which make it look
playful and attractive.
The function of this product is
to make growing plants more
Analysis
playful and fun.on the next page
 Formative Assessment Feedback
This section is for formative assessment use of the IB MYP Design criteria. It is your responsibility to act upon this feedback from your teacher and seek further guidance where needed in support of your work progression. In class, this is one form of
feedback, but not exclusive too.

You need to reflect upon the support in Google docs and Managbac for further clarification and seek out the teacher if there is continual misunderstanding of what has been asked during this Criterion assessment period.

This assessment document has been created to provide you with a MAP where your evidence of work is when uploaded for assessment.
★ The assessment grading MAP levels may show your awarded grade in different grade boundaries for each task which is common.
★ The Red, Amber & Green colours indicate your work at the time of formative submission

Red = Missing Work Amber = work presented but read feedback comments Green = achieved the standard required, read comments to progress

Grade
Marks Level Descriptor Teacher Comments
Awarded

Be sure to:
● Complete all slides in as much detail as possible.
0 The work does not reach a standard described by the descriptors below 0
● Analyse these products and explain and justify why you are considering them
as inspiration for your product.
1-2

3-4 States the main features of an existing product that inspires a solution to the problem

Outlines the main features of an existing product that inspires a solution to the problem
5-6

7-8 Describes the main features of an existing product that inspires a solution to the problem

To improve;
The bolded words in the level descriptors are the MYP Command terms, below puts these words into context ★ Reflect on the other assessment grade boundaries provided, adjust, modify, change your criterion work ready for final summative submission.
★ Have you looked at the support on Good Drive for guidance?
❏ States to give a specific name, value or other brief answer without explanation or calculation.
Also, you can;
❏ Outlines to give a brief account or summary
➢ Download and use the guided information that has been provided on the Design Google Drive and Managebac
❏ Describe to give a detailed account or picture of a situation, event, pattern or process. ➢ Plan you time in the class and home time to complete your work to your best ability. Ask yourself, is it good enough? Also, not to submit your work is
not good enough because without seeing your work the teacher can not support your learning development.
The design brief

Your Goal (100 to 150 words max)

My goal is to repurpose a old picture frame into a key holder and make it very colourful as I specified in my A3 and I chose this
A4
topic because I feel that many people are just throwing away many old broken picture frames and just wasting them and who
knows maybe they might even are not being recycled so that's why I wanted to do this project.
Target Audience for your product (100 to 150 words max)

The audience that I targeted were 18 years and more because at that age people will be having car keys and bike or house keys and instead of buying a whole new keys
hanger which is made from wood they could just buy my product which is made from repurposed materials.
Major Constraints (List)

I might not find a colorful old picture frame

I might not find the right hooks to drill into the picture frame
The hooks might fall off if I don’t drill the hooks appropriately
The frame might break in half while i’m trying to drill the
hooks in.
Summary of your Primary and secondary Research (reflect back to A1, A2 and A3) (200 to 300 words max)

I learned that by repurpose we can save the world and also reduce our waste that we are throwing away everyday, by this I
mean cereal boxes and plastic bags and old picture frames and many more. Throughout criterion A I learned many things about
repurpose and I also thought of a good object to repurpose which is picture frames. I want to turn old picture frames into key
holders by drilling hooks into the picture frame that will act as key holders to hang your keys on.
 Formative Assessment Feedback
This section is for formative assessment use of the IB MYP Design criteria. It is your responsibility to act upon this feedback from your teacher and seek further guidance where needed in support of your work progression. In class, this is one form of
feedback, but not exclusive too.

You need to reflect upon the support in Google docs and Managbac for further clarification and seek out the teacher if there is continual misunderstanding of what has been asked during this Criterion assessment period.

This assessment document has been created to provide you with a MAP where your evidence of work is when uploaded for assessment.
★ The assessment grading MAP levels may show your awarded grade in different grade boundaries for each task which is common.
★ The Red, Amber & Green colours indicate your work at the time of formative submission

Red = Missing Work Amber = work presented but read feedback comments Green = achieved the standard required, read comments to progress

Grade
Marks Level Descriptor Teacher Comments
Awarded

Be sure to:
0 The work does not reach a standard described by the descriptors below 0 ● Complete all slides in as much detail as possible.

1-2

3-4 Outlines some of the main findings of research.

5-6 Outlines the main findings of relevant research

7-8 Presents the main findings of relevant research

To improve;
The bolded words in the level descriptors are the MYP Command terms, below puts these words into context ★ Reflect on the other assessment grade boundaries provided, adjust, modify, change your criterion work ready for final summative submission.
★ Have you looked at the support on Good Drive for guidance?
❏ Outlines to give a brief account or summary
Also, you can;
❏ Present to offer for display, observation, examination or consideration
➢ Download and use the guided information that has been provided on the Design Google Drive and Managebac
❏ Research Primary and Secondary form A2 and A3 ➢ Plan you time in the class and home time to complete your work to your best ability. Ask yourself, is it good enough? Also, not to submit your work is
not good enough because without seeing your work the teacher can not support your learning development.
 Formative
2
A
Criterion

Awarded Grade
 Developing Ideas

B
Achievement level Level descriptor

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

B1

1–2 ‣ states one basic success criterion for a solution

3–4 ‣ states a few success criteria for the solution
5–6
7–8 ‣ develops a few success criteria for the solution
‣ develops a list of success criteria for the solution
B2

1–2 ‣ presents one design idea, which can be interpreted by others.

3–4 ‣ presents more than one design idea, using an appropriate medium(s) or labels key features, which can be interpreted by others
5–6 ‣ presents a few feasible design ideas, using an appropriate medium(s) and labels key features, which can be interpreted by others
‣ presents feasible design ideas, using an appropriate medium(s) and outlines the key features, which can be correctly interpreted
7–8 by others

B3

1–2 ‣ ——
3–4 ‣ states the key features of the chosen design
5–6
7–8 ‣ presents the chosen design stating the key features
‣ presents the chosen design describing the key features
B4

1–2 ‣ creates an incomplete planning drawing/diagram.

3–4 ‣ creates a planning drawing/diagram or lists requirements for the creation of the chosen solution.
5–6
7–8 ‣ creates a planning drawing/diagram and lists the main details for the creation of the chosen solution.
‣ creates a planning drawing/diagram, which outlines the main details for making the chosen solution.
Success Criteria (Design Specifications)

1.0 Aesthetics (visual)

Success criteria

Success criteria
B1
1.1 The product

5.0 Function
1.2 The product

5.1 The products

1.3 The product

6.0 Materials
1.4 The product

6.1 The product

2.0 Target Audience

7.0 Manufacture
2.1 The product

7.1 The product

3.0 Environment

3.1 The product

4.0 Size

4.1 The product

 Formative Assessment Feedback
This section is for formative assessment use of the IB MYP Design criteria. It is your responsibility to act upon this feedback from your teacher and seek further guidance where needed in support of your work progression. In class, this is one form of
feedback, but not exclusive too.

You need to reflect upon the support in Google docs and Managbac for further clarification and seek out the teacher if there is continual misunderstanding of what has been asked during this Criterion assessment period.

This assessment document has been created to provide you with a MAP where your evidence of work is when uploaded for assessment.
★ The assessment grading MAP levels may show your awarded grade in different grade boundaries for each task which is common.
★ The Red, Amber & Green colours indicate your work at the time of formative submission

Red = Missing Work Amber = work presented but read feedback comments Green = achieved the standard required, read comments to progress

Grade
Marks Level Descriptor Teacher Comments
Awarded

0 The work does not reach a standard described by the descriptors below

1-2 States one basic success criterion for a solution

3-4 States a few success criteria (specifications) for the solution

5-6 Develops a few success criteria (specifications)

7-8 Develops a list of success criteria (specifications)

To improve;
The bolded words in the level descriptors are the MYP Command terms, below puts these words into context ★ Reflect on the other assessment grade boundaries provided, adjust, modify, change your criterion work ready for final summative submission.
★ Have you looked at the support on Good Drive for guidance?
❏ Outlines to give a brief account or summary
Also, you can;
❏ Develop to improve incrementally, elaborate or expand in detail. Evolve to a more advanced or effective
➢ Download and use the guided information that has been provided on the Design Google Drive and Managebac
state ➢ Plan you time in the class and home time to complete your work to your best ability. Ask yourself, is it good enough? Also, not to submit your work is
not good enough because without seeing your work the teacher can not support your learning development.
Developing your drawing skills

Criterion B is about presenting your research from Criterion A into your design drawings. To be successful you need to follow the
instruction below to develop your drawing skills in a more technical way.

What you need to for this learning is:

● Your BLUE design book

● A sharp pencil
● A ruler
● A eraser

STEP 1 - Open this document and follow the instructions. You may have to download it into your own folder
(your teacher can help) or onto your computer design folder.

STEP 2 - Open this document and follow the instructions. This is one point perspective drawing…what other subject
have your learned this in? You may have to download it into your own folder (your teacher can help) or onto y
your computer design folder.

STEP 3 - Open this document and follow the instructions. This is two point perspective drawing…what other
subject have your learned this in? You may have to download it into your own folder (your teacher can
help) or onto your computer design folder.

In design we always aim to draw in 3D or

2 point perspective drawing
Developing design ideas - 6 rough sketches

B2
Developed design idea 1 Each drawing to be 1 A4 size landscape
Developed design idea 2 Each drawing to be 1 A4 size landscape
 Formative Assessment Feedback
This section is for formative assessment use of the IB MYP Design criteria. It is your responsibility to act upon this feedback from your teacher and seek further guidance where needed in support of your work progression. In class, this is one form of
feedback, but not exclusive too.

You need to reflect upon the support in Google docs and Managbac for further clarification and seek out the teacher if there is continual misunderstanding of what has been asked during this Criterion assessment period.

This assessment document has been created to provide you with a MAP where your evidence of work is when uploaded for assessment.
★ The assessment grading MAP levels may show your awarded grade in different grade boundaries for each task which is common.
★ The Red, Amber & Green colours indicate your work at the time of formative submission

Red = Missing Work Amber = work presented but read feedback comments Green = achieved the standard required, read comments to progress

Grade
Marks Level Descriptor Teacher Comments
Awarded

0 The work does not reach a standard described by the descriptors below

1-2 Presents one design idea, which can be interpreted by others.

Presents more than one design idea, using an appropriate medium(s) or labels key features,
3-4
which can be interpreted by others

Presents more than one design idea, using an appropriate medium(s) or labels key features,
5-6
which can be interpreted by others.

Presents feasible design ideas, using an appropriate medium(s) and outlines the key features,
7-8
which can be correctly interpreted by others

To improve;
The bolded words in the level descriptors are the MYP Command terms, below puts these words into context ★ Reflect on the other assessment grade boundaries provided, adjust, modify, change your criterion work ready for final summative submission.
★ Have you looked at the support on Good Drive for guidance?
❏ Present to offer for display, observation, examination or consideration.
Also, you can;
❏ Appropriate medium will be explained by the teacher.
➢ Download and use the guided information that has been provided on the Design Google Drive and Managebac
❏ Key Features of the design to include: measurements, materials used etc ➢ Plan you time in the class and home time to complete your work to your best ability. Ask yourself, is it good enough? Also, not to submit your work is
❏ Interpreted by others: meaning that others understand your designs because you have included all details allowing not good enough because without seeing your work the teacher can not support your learning development.
Present the chosen design which uses the success criteria to explain your choice

Introduction: explain why one design was chosen over the other?
B3
What are the key features of the design State and Explain?
Aesthetics:

Target Audience:

Function:
 Formative Assessment Feedback
This section is for formative assessment use of the IB MYP Design criteria. It is your responsibility to act upon this feedback from your teacher and seek further guidance where needed in support of your work progression. In class, this is one form of
feedback, but not exclusive too.

You need to reflect upon the support in Google docs and Managbac for further clarification and seek out the teacher if there is continual misunderstanding of what has been asked during this Criterion assessment period.

This assessment document has been created to provide you with a MAP where your evidence of work is when uploaded for assessment.
★ The assessment grading MAP levels may show your awarded grade in different grade boundaries for each task which is common.
★ The Red, Amber & Green colours indicate your work at the time of formative submission

Red = Missing Work Amber = work presented but read feedback comments Green = achieved the standard required, read comments to progress

Grade
Marks Level Descriptor Teacher Comments
Awarded

0 The work does not reach a standard described by the descriptors below

1-2

3-4 States the key features of the chosen design

5-6 Presents the chosen design stating the key features

7-8 Presents the chosen design describing the key features

To improve;
The bolded words in the level descriptors are the MYP Command terms, below puts these words into context ★ Reflect on the other assessment grade boundaries provided, adjust, modify, change your criterion work ready for final summative submission.
❏ Present to offer for display, observation, examination or consideration. ★ Have you looked at the support on Good Drive for guidance?
❏ States to give a specific name, value or other brief answer without explanation or calculation.
Also, you can;
❏ Describe to give a detailed account or picture of a situation, event, pattern or process.
➢ Download and use the guided information that has been provided on the Design Google Drive and Managebac
❏ Key Features of the design to include: measurements, materials used etc ➢ Plan you time in the class and home time to complete your work to your best ability. Ask yourself, is it good enough? Also, not to submit your work is
. not good enough because without seeing your work the teacher can not support your learning development.
Planning drawings/diagrams – outlining the main making process

Please be as accurate as possible about the types of materials needed.

Please check with the teacher for meaning (translation) or if able to purchase in Malawi
B4
Length Width Thickness
Quantity Type of MATERIAL TYPE, COLOUR, PAINT needed (describe as best you can)
MM MM MM
 Formative Assessment Feedback
This section is for formative assessment use of the IB MYP Design criteria. It is your responsibility to act upon this feedback from your teacher and seek further guidance where needed in support of your work progression. In class, this is one form of
feedback, but not exclusive too.

You need to reflect upon the support in Google docs and Managbac for further clarification and seek out the teacher if there is continual misunderstanding of what has been asked during this Criterion assessment period.

This assessment document has been created to provide you with a MAP where your evidence of work is when uploaded for assessment.
★ The assessment grading MAP levels may show your awarded grade in different grade boundaries for each task which is common.
★ The Red, Amber & Green colours indicate your work at the time of formative submission

Red = Missing Work Amber = work presented but read feedback comments Green = achieved the standard required, read comments to progress

Grade
Marks Level Descriptor Teacher Comments
Awarded

0 The work does not reach a standard described by the descriptors below

1-2 Creates incomplete planning drawings/diagrams.

Creates incomplete planning drawings/diagrams or lists requirements for the creation of the
3-4
chosen solution.

Creates incomplete planning drawings/diagrams or lists the main details for the creation of the
5-6
chosen solution.

Creates incomplete planning drawings/diagrams or outlines the main details for the creation of
7-8
the chosen solution.

To improve;
The bolded words in the level descriptors are the MYP Command terms, below puts these words into context ★ Reflect on the other assessment grade boundaries provided, adjust, modify, change your criterion work ready for final summative submission.
❏ List to give a sequence of brief answers with no explanation. ★ Have you looked at the support on Good Drive for guidance?
❏ Create to evolve from one’s own thought or imagination, as a work or an invention.
Also, you can;
❏ Outlines to give a brief account or summary
➢ Download and use the guided information that has been provided on the Design Google Drive and Managebac
➢ Plan you time in the class and home time to complete your work to your best ability. Ask yourself, is it good enough? Also, not to submit your work is
not good enough because without seeing your work the teacher can not support your learning development.
 Formative
Criterion
B
Awarded Grade
 Creating the Solution

C
Achievement level Level descriptor

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

Criterion
C1 - construct a logical plan, sufficient for peers to be able to follow

1–2 ‣ ——
3–4 ‣ lists the main steps in a plan that contains some details, resulting in peers having difficulty following the plan to create the solution
5–6 ‣ lists the steps in a plan, which considers time and resources, resulting in peers being able to follow the plan to create the solution
‣ outlines a plan, which considers the use of resources and time, sufficient for peers to be able to follow to create the solution
7–8

C2 - demonstrate technical skills when making the solution

1–2 ‣ demonstrates minimal technical skills when making the solution

3–4 ‣ demonstrates satisfactory technical skills when making the solution
5–6
7–8 ‣ demonstrates competent technical skills when making the solution
‣ demonstrates excellent technical skills when making the solution
C3 - follow the plan to create the solution, which functions as intended

1–2 ‣ creates the solution, which functions poorly and is presented in an incomplete form.
3–4 ‣ creates the solution, which partially functions and is adequately presented
5–6
7–8 ‣ creates the solution, which functions as intended and is presented appropriately
‣ follows the plan to create the solution, which functions as intended and is presented appropriately
C4 - The changes made to the chosen design and the plan when making the solution

1–2 ‣ ——
3–4 ‣ states one change made to the chosen design or plan when making the solution.
5–6
7–8 ‣ states one change made to the chosen design and plan when making the solution.
‣ lists the changes made to the chosen design and plan when making the solution.
Plan for making

Step

1
Time/Class time Process Resource/material Safety
C1
Refection

4
Plan for making

Step Time/Class time Process Resource/material Safety Refection

 Formative Assessment Feedback
This section is for formative assessment use of the IB MYP Design criteria. It is your responsibility to act upon this feedback from your teacher and seek further guidance where needed in support of your work progression. In class, this is one form of
feedback, but not exclusive too.

You need to reflect upon the support in Google docs and Managbac for further clarification and seek out the teacher if there is continual misunderstanding of what has been asked during this Criterion assessment period.

This assessment document has been created to provide you with a MAP where your evidence of work is when uploaded for assessment.
★ The assessment grading MAP levels may show your awarded grade in different grade boundaries for each task which is common.
★ The Red, Amber & Green colours indicate your work at the time of formative submission

Red = Missing Work Amber = work presented but read feedback comments Green = achieved the standard required, read comments to progress

Grade
Marks Level Descriptor Teacher Comments
Awarded

0 The work does not reach a standard described by the descriptors below

1-2

Lists the main steps in a plan that contains some details, resulting in peers having difficulty
3-4
following the plan to create the solution

Lists the steps in a plan, which considers time and resources, resulting in peers being able to
5-6
follow the plan to create the solution

Outlines a plan, which considers the use of resources and time, sufficient for peers to be able
7-8
to follow to create the solution

The bolded words in the level descriptors are the MYP Command terms, below puts these words into context To improve;
❏ List to give a sequence of brief answers with no explanation. ★ Reflect on the other assessment grade boundaries provided, adjust, modify, change your criterion work ready for final summative submission.
★ Have you looked at the support on Good Drive for guidance?
❏ Outlines to give a brief account or summary
Also, you can;
➢ Download and use the guided information that has been provided on the Design Google Drive and Managebac
➢ Plan you time in the class and home time to complete your work to your best ability. Ask yourself, is it good enough? Also, not to submit your work is
not good enough because without seeing your work the teacher can not support your learning development.
Demonstrate a range technical skills – skilled images taken during the create stage

C2
Insert final design here

include on the outside a range of photographic

skills during the create stage
 Formative Assessment Feedback
This section is for formative assessment use of the IB MYP Design criteria. It is your responsibility to act upon this feedback from your teacher and seek further guidance where needed in support of your work progression. In class, this is one form of
feedback, but not exclusive too.

You need to reflect upon the support in Google docs and Managbac for further clarification and seek out the teacher if there is continual misunderstanding of what has been asked during this Criterion assessment period.

This assessment document has been created to provide you with a MAP where your evidence of work is when uploaded for assessment.
★ The assessment grading MAP levels may show your awarded grade in different grade boundaries for each task which is common.
★ The Red, Amber & Green colours indicate your work at the time of formative submission

Red = Missing Work Amber = work presented but read feedback comments Green = achieved the standard required, read comments to progress

Grade
Marks Level Descriptor Teacher Comments
Awarded

0 The work does not reach a standard described by the descriptors below

1-2 Demonstrates minimal technical skills when making the solution

3-4 Demonstrates satisfactory technical skills when making the solution

5-6 Demonstrates competent technical skills when making the solution

7-8 Demonstrates excellent technical skills when making the solution

The bolded and blue words in the level descriptors are the MYP Command terms, below puts these words into context
❏ Minimal technical skills:
Simple skills are demonstrated and YOU require a great deal of assistance after they have received initial instruction on how to use equipment.
❏ Satisfactory technical skills:
Simple and complex skills are demonstrated and YOU require some assistance after you have received initial instruction on how to use complex
equipment.
❏ Competent technical skills:
Complex skills are demonstrated and YOU generally work independently, requiring some guidance after initial instruction.
❏ Excellent technical skills:
You use a wide range of complex skills are demonstrated and the student works independently, requiring minimal guidance after initial instruction.
To improve;
★ Reflect on the other assessment grade boundaries provided, adjust, modify, change your criterion work ready for final summative submission.
★ Have you looked at the support on Good Drive for guidance?
Also, you can;
➢ Download and use the guided information that has been provided on the Design Google Drive and Managebac
➢ Plan you time in the class and home time to complete your work to your best ability. Ask yourself, is it good enough? Also, not to submit your work is
not good enough because without seeing your work the teacher can not support your learning development.
 C3
Follow the plan to create the solution

Copy of your chosen design drawing (B3) Final Image of your product/solution
 Formative Assessment Feedback
This section is for formative assessment use of the IB MYP Design criteria. It is your responsibility to act upon this feedback from your teacher and seek further guidance where needed in support of your work progression. In class, this is one form of
feedback, but not exclusive too.

You need to reflect upon the support in Google docs and Managbac for further clarification and seek out the teacher if there is continual misunderstanding of what has been asked during this Criterion assessment period.

This assessment document has been created to provide you with a MAP where your evidence of work is when uploaded for assessment.
★ The assessment grading MAP levels may show your awarded grade in different grade boundaries for each task which is common.
★ The Red, Amber & Green colours indicate your work at the time of formative submission

Red = Missing Work Amber = work presented but read feedback comments Green = achieved the standard required, read comments to progress

Grade
Marks Level Descriptor Teacher Comments
Awarded

0 The work does not reach a standard described by the descriptors below

1-2 Creates the solution, which functions poorly and is presented in an incomplete form.

3-4 Creates the solution, which partially functions and is presented and is adequately presented

5-6 Creates the solution, which functions as intended and is presented appropriately.

Follows the plan to create the solution, which functions as intended and is presented
7-8
appropriately.

To improve;
The bolded and blue words in the level descriptors are the MYP Command terms, below puts these words into context ★ Reflect on the other assessment grade boundaries provided, adjust, modify, change your criterion work ready for final summative submission.
❏ Create to evolve from one’s own thought or imagination, as a work or an invention. ★ Have you looked at the support on Good Drive for guidance?
❏ Appropriate Quality this is the best product/solution that the student can produce, taking into account the
Also, you can;
resources available, the skills and techniques he or she has used, his or her educational development, how the
➢ Download and use the guided information that has been provided on the Design Google Drive and Managebac
product/solution addresses the identified need, and aspects of safety and ergonomics. ➢ Plan you time in the class and home time to complete your work to your best ability. Ask yourself, is it good enough? Also, not to submit your work is
not good enough because without seeing your work the teacher can not support your learning development.
 C4
States the changes made to the design
 Formative Assessment Feedback
This section is for formative assessment use of the IB MYP Design criteria. It is your responsibility to act upon this feedback from your teacher and seek further guidance where needed in support of your work progression. In class, this is one form of
feedback, but not exclusive too.

You need to reflect upon the support in Google docs and Managbac for further clarification and seek out the teacher if there is continual misunderstanding of what has been asked during this Criterion assessment period.

This assessment document has been created to provide you with a MAP where your evidence of work is when uploaded for assessment.
★ The assessment grading MAP levels may show your awarded grade in different grade boundaries for each task which is common.
★ The Red, Amber & Green colours indicate your work at the time of formative submission

Red = Missing Work Amber = work presented but read feedback comments Green = achieved the standard required, read comments to progress

Grade
Marks Level Descriptor Teacher Comments
Awarded

0 The work does not reach a standard described by the descriptors below

1-2

3-4 States one change made to the chosen design or plan when making the solution.

5-6 States one change made to the chosen design and plan when making the solution.

7-8 Lists the change made to the chosen design or plan when making the solution.

The bolded and blue words in the level descriptors are the MYP Command terms, below puts these words into
context
❏ List to give a sequence of brief answers with no explanation.
❏ States to give a specific name, value or other brief answer without explanation or calculation.
To improve;
★ Reflect on the other assessment grade boundaries provided, adjust, modify, change your criterion work ready for final summative submission.
★ Have you looked at the support on Good Drive for guidance?
Also, you can;
➢ Download and use the guided information that has been provided on the Design Google Drive and Managebac
➢ Plan you time in the class and home time to complete your work to your best ability. Ask yourself, is it good enough? Also, not to submit your work is
not good enough because without seeing your work the teacher can not support your learning development.
 Formative
Criterion
C
Awarded Grade
 Evaluating

D
Achievement Level descriptor
level

3–4
5–6
7–8
0 The student does not reach a standard described by any of the descriptors below.

D1- -describe detailed and relevant testing methods, which generate accurate data, to measure the success of the solution

1–2 ‣ defines a testing method, which is used to measure the success of the solution
‣ defines a relevant testing method, which generates data, to measure the success of the solution
‣ defines relevant testing methods, which generate data, to measure the success of the solution
‣ outlines simple, relevant testing methods, which generate data, to measure the success of the solution
Criterion
D2 - explain the success of the solution against the design specification

1–2 ‣ states the success of the solution.

3–4 ‣ states the success of the solution against the design specification based on the results of one relevant test
5–6
7–8 ‣ states the success of the solution against the design specification based on relevant product testing
‣ outlines the success of the solution against the design specification based on authentic product testing

D3 - describe how the solution could be improved

1–2 ‣ ——-
3–4 ‣ states one way in which the solution could be improved
5–6
7–8 ‣ outlines one way in which the solution could be improved
‣ outlines how the solution could be improved

D4 - describe the impact of the solution on the client/target audience.

1–2 ‣ ——-
3–4 ‣ states one way in which the solution can impact the client/target audience.
5–6
7–8 ‣ outlines the impact of the solution on the client/target audience, with guidance.
‣ outlines the impact of the solution on the client/target audience.
Designs testing methods. And describes the data that will be collected.

Explain what testing method(s) you will use to measure the success of your product/outcome D1
During the create stage Q&A

Question Feedback
Designs testing methods. And describes the data that will be collected.

Explain what testing method(s) you will use to measure the success of your product/outcome D1
Completed Product Q&A

Question Feedback
 Formative Assessment Feedback
This section is for formative assessment use of the IB MYP Design criteria. It is your responsibility to act upon this feedback from your teacher and seek further guidance where needed in support of your work progression. In class, this is one form of
feedback, but not exclusive too.

You need to reflect upon the support in Google docs and Managbac for further clarification and seek out the teacher if there is continual misunderstanding of what has been asked during this Criterion assessment period.

This assessment document has been created to provide you with a MAP where your evidence of work is when uploaded for assessment.
★ The assessment grading MAP levels may show your awarded grade in different grade boundaries for each task which is common.
★ The Red, Amber & Green colours indicate your work at the time of formative submission

Red = Missing Work Amber = work presented but read feedback comments Green = achieved the standard required, read comments to progress

Grade
Marks Level Descriptor Teacher Comments
Awarded

0 The work does not reach a standard described by the descriptors below

1-2 Defines a testing method, which is used to measure the success of the solution

Defines a relevant testing method, which generates data, to measure the success of the
3-4
solution

Defines relevant testing methods, which generates data, to measure the success of the
5-6
solution

Outlines simple, relevant testing methods, which generates data, to measure the success of
7-8
the solution

The bolded and blue words in the level descriptors are the MYP Command terms, below puts these words into context
❏ S meaning is puraul = more than ONE testing method
❏ Defines to give the precise meaning of a word, phrase, concept or physical quantity.
❏ Product testing: this is a stage in the design process where versions of products (for example, prototypes) are tested
against the design need (specification), applied to the context and presented to the end-user or target audience. These
tests may include the collection and analysis of data. Types of testing include user trial and observation: (usability and
intuitiveness), field/ performance test: (functionality and performance), expert appraisal: (beta testing, consumer
testing)
To improve;
★ Reflect on the other assessment grade boundaries provided, adjust, modify, change your criterion work ready for final summative submission.
★ Have you looked at the support on Good Drive for guidance?
Also, you can;
➢ Download and use the guided information that has been provided on the Design Google Drive and Managebac
➢ Plan you time in the class and home time to complete your work to your best ability. Ask yourself, is it good enough? Also, not to submit your
work is not good enough because without seeing your work the teacher can not support your learning development.
States the success of the solution against the Success Criteria/Specifications B1.

Scale 1-4 means

1 = Demonstrates minimal technical skills when making the solution
2 = Demonstrates satisfactory technical skills when making the solution
3 = Demonstrates competent technical skills when making the solution
D2
4 = Demonstrates excellent technical skills when making the solution

Specification Points (Bi) Scale (1-4) - rate your Explain your success and give examples
success

Aesthetics (visual)

Q: How did you use colour, shape, text, images etc to create your product?

Target Audience

Q: Did your product meet the needs of your customer?

Function

Q: Did you create a video that follows your Biii design idea?
Q: Did the video last the same time state din Biii?
 Formative Assessment Feedback
This section is for formative assessment use of the IB MYP Design criteria. It is your responsibility to act upon this feedback from your teacher and seek further guidance where needed in support of your work progression. In class, this is one form of
feedback, but not exclusive too.

You need to reflect upon the support in Google docs and Managbac for further clarification and seek out the teacher if there is continual misunderstanding of what has been asked during this Criterion assessment period.

This assessment document has been created to provide you with a MAP where your evidence of work is when uploaded for assessment.
★ The assessment grading MAP levels may show your awarded grade in different grade boundaries for each task which is common.
★ The Red, Amber & Green colours indicate your work at the time of formative submission

Red = Missing Work Amber = work presented but read feedback comments Green = achieved the standard required, read comments to progress

Grade
Marks Level Descriptor Teacher Comments
Awarded

0 The work does not reach a standard described by the descriptors below

1-2 States the success of the solution.

States the success of the solution against the design specification based on the results of one
3-4
relevant test.

5-6 States the success of the solution against the design specification based on relevant testing.

Outlines the success of the solution against the design specification based on authentic
7-8
product test

The bolded words in the level descriptors are the MYP Command terms, below puts these words into context
❏ States to give a specific name, value or other brief answer without explanation or calculation.
❏ Outlines to give a brief account or summary
❏ Product testing: this is a stage in the design process where versions of products (for example, prototypes) are tested against the design need
(specification), applied to the context and presented to the end-user or target audience. These tests may include the collection and analysis of
data. Types of testing include user trial and observation: (usability and intuitiveness), field/ performance test: (functionality and performance),
expert appraisal: (beta testing, consumer testing)
❏ Authentic tests: the tests are relevant to the project and are completed by appropriate testers to gain high-quality quantitative and qualitative
feedback.
To improve;
★ Reflect on the other assessment grade boundaries provided, adjust, modify, change your criterion work ready for final summative submission.
★ Have you looked at the support on Good Drive for guidance?
Also, you can;
➢ Download and use the guided information that has been provided on the Design Google Drive and Managebac
➢ Plan you time in the class and home time to complete your work to your best ability. Ask yourself, is it good enough? Also, not to submit your
work is not good enough because without seeing your work the teacher can not support your learning development.
States or Outlines how the solution improved.

D3
Q: Now you have completed your animation what changes would you do? Use the feedback from your customer to explain your choices.

●
 Formative Assessment Feedback
This section is for formative assessment use of the IB MYP Design criteria. It is your responsibility to act upon this feedback from your teacher and seek further guidance where needed in support of your work progression. In class, this is one form of
feedback, but not exclusive too.

You need to reflect upon the support in Google docs and Managbac for further clarification and seek out the teacher if there is continual misunderstanding of what has been asked during this Criterion assessment period.

This assessment document has been created to provide you with a MAP where your evidence of work is when uploaded for assessment.
★ The assessment grading MAP levels may show your awarded grade in different grade boundaries for each task which is common.
★ The Red, Amber & Green colours indicate your work at the time of formative submission

Red = Missing Work Amber = work presented but read feedback comments Green = achieved the standard required, read comments to progress

Grade
Marks Level Descriptor Teacher Comments
Awarded

0 The work does not reach a standard described by the descriptors below

1-2

3-4 States one way which the solution could be improved.

5-6 Outlines one way which the solution could be improved.

7-8 Outlines how the solution could be improved.

To improve;
The bolded words in the level descriptors are the MYP Command terms, below puts these words into context
★ Reflect on the other assessment grade boundaries provided, adjust, modify, change your criterion work ready for final summative submission.
❏ States to give a specific name, value or other brief answer without explanation or calculation. ★ Have you looked at the support on Good Drive for guidance?
❏ Outlines to give a brief account or summary
Also, you can;
➢ Download and use the guided information that has been provided on the Design Google Drive and Managebac
➢ Plan you time in the class and home time to complete your work to your best ability. Ask yourself, is it good enough? Also, not to submit your
work is not good enough because without seeing your work the teacher can not support your learning development.
 D4
Outline the impact on the client

Impact on your customer.

Q1: What was your goal and did you achieve it. Explain?

Q2: What was the learning through the ATL and Global Context, did you achieve them? what was your learning through them? Explain.

Q3: Did you achieve what you set out to achieve? A1, A2, summary A4, B3 Explain.

Q4: Will your customer use the product you have made time and time again? Explain.

Q5 Has your created product C1 made a difference in your customers life? Explain.

●
 Formative Assessment Feedback
This section is for formative assessment use of the IB MYP Design criteria. It is your responsibility to act upon this feedback from your teacher and seek further guidance where needed in support of your work progression. In class, this is one form of
feedback, but not exclusive too.

You need to reflect upon the support in Google docs and Managbac for further clarification and seek out the teacher if there is continual misunderstanding of what has been asked during this Criterion assessment period.

This assessment document has been created to provide you with a MAP where your evidence of work is when uploaded for assessment.
★ The assessment grading MAP levels may show your awarded grade in different grade boundaries for each task which is common.
★ The Red, Amber & Green colours indicate your work at the time of formative submission

Red = Missing Work Amber = work presented but read feedback comments Green = achieved the standard required, read comments to progress

Grade
Marks Level Descriptor Teacher Comments
Awarded

0 The work does not reach a standard described by the descriptors below

1-2

3-4 States one way which the solution can impact the client/target audience.

5-6 Outlines the impact of the solution on the client/target audience, with guidance.

7-8 Outlines the impact of the solution on the client/target audience.

The bolded words in the level descriptors are the MYP Command terms, below puts these words into context
❏ States to give a specific name, value or other brief answer without explanation or calculation.
❏ Outlines to give a brief account or summary.
❏ Impact: go back to A1 what did you set out to achieve, will your researched and designed product improve your
customers/clients/target audiences interaction and use of product?
To improve;
★ Reflect on the other assessment grade boundaries provided, adjust, modify, change your criterion work ready for final summative submission.
★ Have you looked at the support on Good Drive for guidance?
Also, you can;
➢ Download and use the guided information that has been provided on the Design Google Drive and Managebac
➢ Plan you time in the class and home time to complete your work to your best ability. Ask yourself, is it good enough? Also, not to submit your
work is not good enough because without seeing your work the teacher can not support your learning development.
 Formative
Criterion
D
Awarded Grade