What will I learn?

Through studying this course, you will develop the following:

  • Critical-thinking and design skills, which you can apply in a practical context;
  • A sense of curiosity as you acquire the skills necessary for independent and lifelong learning and action through inquiry into the technological world around you;
  • An ability to explore concepts, ideas and issues with personal, local and global significance to acquire in-depth knowledge and understanding of design and technology;
  • A willingness to approach unfamiliar situations in an informed manner and explore new roles, ideas and strategies to confidently articulate and defend proposals.

What is the structure of the course?

The structure of the course is broken down into two categories; Core content and Practical work:

Core Content

Practical Work

  • Human factors and ergonomics
  • Resource management and sustainable production
  • Modelling
  • Raw material to final product
  • Innovation and design
  • Classic design
  • Design project
  • Group 4 project
  • Teacher-directed activities

How will I be assessed?

Assessment

Format

Paper One

External (0.75 hours) – Multiple-choice questions on core material (30% of final grade)

Paper Two

External (1.5 hours) – Data-based, short-answer, and extended-response questions on core material (30% of final grade)

Practical project

Internal (40 hours) – Individual design project (40% of final grade)

Frequently Asked Questions

Which CAS opportunities are available?
Design Technology Club.

Which opportunities for further study are available?
The course is designed for students who want to go on to study Design in higher education as well as for those who are seeking lifelong enrichment through Design.

Is there anything else I need to know?
The IB Diploma Programme Design course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as designers.

Back to ks5 curriculum

Curriculum map

Topics / Units

  • SL & HL Topic 1 Human Factors & ergonomics, 3.Modelling 6. Classic Design
  • HL Topic 7 User Centered Design

Core Declarative Knowledge
What should students know?

  • What is a classic design?
  • What are anthropometrics?
  • Use of anthropometrics in a product?
  • What are physiological factors in design?
  • What are concept drawings?
  • What is user centred design?
  • What is interaction with a product?

Core Procedural Knowledge
What should students be able to do?

  • How are anthropometrics used?
  • How to gather anthropometrics
  • Use of physiological factors in design
  • How to conceptually model and idea
  • What are technical measurements and how do we use them in design?
  • How do I consider a user in the design process?
  • What iterations need to happen when designing?

Links to TOK

  • Classic design often appeals to emotions, are emotions universal?
  • In the construction of a model how can we know which aspects of the world we can use and which to ignore?
  • How do ethical limitations affect the sort of investigations that can take place?
  • Is aesthetic value purely a subjective matter?

Links to Assessment

  • Classic Design assignment – 2 sides of A4.
  • Cultery Design Mini IA assignment

Topics / Units

  • SL & HL Topic 1 Human Factors & ergonomics, 3.Modelling 6. Classic Design
  • HL Topic 7 User Centered Design

Core Declarative Knowledge
What should students know?

  • What is quality design in the world of cutlery?
  • What is graphical modelling?
  • What is rapid prototyping?
  • What is computer aided design?
  • What are percentiles and percentile ranges?
  • What are population stereotypes?
  • What are usability objectives?
  • What is enhanced usability?

Core Procedural Knowledge
What should students be able to do?

  • How can I use Fusion 360 design package for prototyping?
  • How can a product be tested for success?
  • How can I use percentiles / ranges in design work?
  • What methods can I use to gather client feedback?
  • How can I consider population stereotypes?
  • Write usability objectives.
  • How can we enhance usability?

Links to TOK

  • Do the methods of data collation used in DT have more in common with human sciences than natural sciences?
  • Design considers the needs of the users paramount is this the case in other areas of knowledge?

Links to Assessment

  • Cutlery designer assignment – 2 sides of A4.
  • Cutlery Design Mini IA Assignment (continued from previous Module)

Topics / Units

  • SL & HL Topic 1 – Human Factors & Ergonomics
  • Topic 3 – Modelling
  • Topic 6 – Classic Design,

Core Declarative Knowledge
What should students know?

  • What is quality design in the world of cutlery?
  • What is graphical modelling?
  • What is rapid prototyping?
  • What is computer aided design?
  • What are percentiles and percentile ranges?

Core Procedural Knowledge
What should students be able to do?

  • How can I use Fusion 360 design package for prototyping?
  • How can a product be tested for success?
  • How can I use percentiles / ranges in design work?

Links to TOK

  • Do the methods of data collection used in DT have more in common with human sciences than natural sciences?

Links to Assessment

  • Cutlery designer assignment – 2 sides of A4.
  • Cutlery Design Mini IA Assignment (continued from previous Module)

Topics / Units

  • HL Topic 7 User Centered Design

Core Declarative Knowledge
What should students know?

  • What are population stereotypes?
  • What are usability objectives?
  • What is enhanced usability?

Core Procedural Knowledge
What should students be able to do?

  • What methods can I use to gather client feedback?
  • How can I consider population stereotypes?
  • Write usability objectives. How can we enhance usability?

Links to TOK

  • Design considers the needs of the users paparmount is this the case in other areas of knowledge?

Links to Assessment

  • Cutlery designer assignment – 2 sides of A4. 2.
  • Cutlery Design Mini IA Assignment (continued from previous Module)

Topics / Units

  • SL & HL Topic 1 – Human Factors
  • Topic 3 – Modelling
  • Topic 4 – Final Production
  • Topic 5 – Innovation & Design
  • HL Topic 7 – User Centered Design
  • Topic 10 – Commercial Production

Core Declarative Knowledge
What should students know?

  • What physiological factors affect dexterity?
  • What is conceptual modelling?
  • What is physical modelling?
  • How can CAD help to develop a design?
  • What materials would be best for use on a childrens toy?
  • What are properties of materials in metals and alloys, Timber, Glass, Plastics, Textiles, Composites?
  • What manufacturing processes could be used for making a toy?
  • What are scales of production?
  • Who are the stakeholders in invention and innovation of our product?
  • What is the usability of my design?
  • What is beyond usability and design for pleasure and emotion?
  • What is JIT and JIC?
  • What is lean production?
  • What is computer-integrated manufacturing (CIM),
  • What is Quality management?
  • What is economic viability?

Core Procedural Knowledge
What should students be able to do?

  • How can I create and make a toy to increase hand eye dexterity?
  • How can I make a card model for a toy idea?
  • How can I make a model in ard materials?
  • Use 2D design program to cut my design on the laser cutter.
  • Research and Test materials to see if they are appropriate for the product idea.
  • Find out and suggest appropriate manufacturing processes to make the product.
  • Work out how my product could be manufactured on a large scale.
  • Gain feedback from stakeholders.
  • Test the design with potential client.
  • Does the design enable effective participation and engagement?
  • How could I incorporate CIM?
  • Create a flow chart for QA and QC checks.
  • Work out the price of my product for sale and profit margins.

Links to TOK

  • How might the collection and interpretation of data be affected by the limitations of our sense perception?
  • In the construction of a model, how can we know which aspects of the world to include ad which to ignore?
  • Through specialised vocabularies, is it the case that shaping of knowledge is more dramatic in some areas of knowledge than others?
  • Design considers the needs of individuals as paramount.
  • Is this the case in other areas of knowledge?
  • Manufacturers decide whether to pursue JIT or JIC as a production strategy depending on their perception of where the market is going.
  • To what extent do different areas of knowledge incorporated doubt as part of their methods?

Links to Assessment

  • Mini Ai no.2 Dexterity