IB Design Technology

Prerequisites

Students will be able to study design technology at SL successfully with no background in, or previous knowledge of, the subject. Their approach to study, characterized by the specific IB learner profile attributes—inquirers, thinkers and communicators—will be significant here. However, for most students considering the study of design technology at HL some previous exposure to design would be beneficial- such as Product Design and technology- Design Engineering, Wood, or Metal, or Visual Communication and Design.

Course Description and Aims

Design, and the resultant development of new technologies, has given rise to profound changes in society: transforming how we access and process information; how we adapt our environment; how we communicate with others; how we are able to solve problems; how we work and live.

Technology emerged before science, and materials were used to produce useful and decorative artifacts long before there was an understanding of why materials had different properties that could be used for different purposes. In the modern world the reverse is the case, and designers need to have an understanding of the possibilities offered by science to realize the full potential of what they can design in terms of new technologies, products and systems. Design is the link between innovation and creativity, taking thoughts and exploring the possibilities and constraints associated with products or systems, allowing them to redefine and manage the generation of further thought through prototyping, experimentation, and adaptation. It is human-centred and focuses on the needs, wants and limitations of the end user.

Through studying design technology, students should become aware of how designers work and communicate with each other. While the design methodology may take on a wide variety of forms, it is the emphasis on a practical approach through design work that characterizes this subject.

The aims enable students, through the overarching theme of the nature of design, to develop:

1. a sense of curiosity as they acquire the skills necessary for independent and lifelong learning and action through inquiry into the technological world around them

2. 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

3. initiative in applying thinking skills critically and creatively to identify and resolve complex social and technological problems through reasoned ethical decision-making

4. an ability to understand and express ideas confidently and creatively using a variety of communication techniques through collaboration with others

5. a propensity to act with integrity and honesty, and take responsibility for their own actions in designing technological solutions to problems

6. an understanding and appreciation of cultures in terms of global technological development, seeking and evaluating a range of perspectives

7. a willingness to approach unfamiliar situations in an informed manner and explore new roles, ideas and strategies so they can articulate and defend their proposals with confidence

8. an understanding of the contribution of design and technology to the promotion of intellectual, physical and emotional balance and the achievement of personal and social well-being

9. empathy, compassion and respect for the needs and feelings of others in order to make a positive difference to the lives of others and to the environment

10. skills that enable them to reflect on the impacts of design and technology on society and the environment in order to develop their own learning and enhance solutions to technological problems.

The Group 4 Project

The Group 4 project is a collaborative activity where students from different Group 4 subjects, within or between schools, work together. It allows for concepts and perceptions from across disciplines to be shared while appreciating the environmental, social and ethical implications of science and technology. It can be practically or theoretically based and aims to develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge. The emphasis is on interdisciplinary cooperation and the scientific processes.

Curriculum Model Overview

Component	Standard Level	Higher Level
Core Human Factors and ergonomics Resource management and sustainable production Modelling Final production Innovation and design Classic design	✓	✓
Additional Higher Level User-cantered design (UCD) Sustainability Innovation and markets Commercial production		✓
Practical work Design project Group 4 project Teacher-directed activities	✓	✓

Assessment at a Glance — Standard Level

Type of Assessment	Format of Assessment	Time (hours)	Weighting Final Grade (%)
External		2.25	80
Paper 1	30 multiple-choice questions.	0.75	30
Paper 2	Section A: one data-based question and several short-answer questions on the core material (all compulsory). Maximum of 30 marks. Section B: one extended-response question on the core material (from a choice of three). Maximum of 20 marks.	1.5	30
Internal	Individual design project	40	40

Assessment at a Glance — Higher Level

Type of Assessment	Format of Assessment	Time (hours)	Weighting Final Grade (%)
External		4	80
Paper 1	40 multiple-choice questions.	1	20
Paper 2	Section A: one data-based question and several short-answer questions on the core material (all compulsory). Maximum of 30 marks. Section B: one extended-response question on the core material (from a choice of three). Maximum of 20 marks.	1.5	20
Paper 3	Section A: two structured questions on the HL extension material, both compulsory and each worth a maximum of 10 marks. Section B: one structured question on the HL extension material based on a case study. Maximum of 20 marks.	1.5	20
Internal	Individual design project	60	40

Misc

Reproduced by permission of the IBO