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)