PROJECT+1

= Project 1 = This is an authentic task in which the students are asked to design and create a product that will benefit one or more children with physical or mental challenges. During a visit to a centre, the students are asked to interview supervisors, meet different children with physical and mental challenges in order for them to identify a certain need for one or more of the children, then design and create a product that will help, teach or entertain the children in the centre. The students are given 12 weeks to work on this task and to submit a design folder that provides evidence of work for every stage of the MYP design cycle. Students’ products are later tested by the intended users (the children) and donated to them.

INVESTIGATE This work achieved level 6 because the student: > > > DESIGN This work achieved level 6 because the student: > > PLAN This work achieved level 6 because the student: > > CREATE This work achieved level 6 because the student: > > > EVALUATE This work achieved level 6 because the student: > > > > > > ATTITUDES IN TECHNOLOGY
 * ~ Achievement level ||~ Level descriptor ||
 * 5–6 || The student **explains** the problem, **discussing** its relevance. The student critically investigates the problem,**evaluating** information from a **broad range** of **appropriate**, **acknowledged** sources. The student describes**detailed** methods for appropriate testing to **evaluate** the product/solution against the design specification. ||
 * thoroughly explains the problem by taking photos of the existing conditions of the centre to identify problems and needs. An interview is conducted with the supervisor of the centre and a scatter chart of all the findings is created. The student also discusses relevance of the problem by identifying the environmental and social significance of the product created and the way it contributes to the community
 * investigates all aspects of the problem such as existing products in the market, materials, manufacturing processes and the needs of the children in the centre. The student uses a wide variety of websites, books and interviews, which are all compiled in a bibliography page at the end of the investigation stage
 * <span style="background-color: #ffffff; font-family: arial,helvetica,clean,sans-serif; font-size: 13px;">comes up with a comprehensive list of the design specifications that are justified and even divided into two subtitles (essentials and desirables). The student describes a method of testing for every single design specification (all put in the same table).
 * ~ Achievement level ||~ Level descriptor ||
 * 5–6 || The student generates a **range** of **feasible** designs, **each evaluated** against the design specification. The student justifies the chosen design and **evaluates** it fully and critically against the design specification. ||
 * <span style="background-color: #ffffff; font-family: arial,helvetica,clean,sans-serif; font-size: 13px;">produces four designs that are different in nature, however, still produce the same product (a maths game) and all can actually be made. Each of these four designs is effectively drawn and clearly annotated. Each design is evaluated against the design specification with a comment. The student also provides a conclusion as to whether each idea is in general compliance with the specification
 * <span style="background-color: #ffffff; font-family: arial,helvetica,clean,sans-serif; font-size: 13px;">thoroughly analyses the chosen design with reference to every point of the design specification (fully). A comment is also included to justify how each point is being met in the chosen design (critically).
 * ~ Achievement level ||~ Level descriptor ||
 * 5–6 || The student produces a plan that contains a **number** of **detailed**, **logical** steps that describe the use of resources and time. The student critically evaluates the plan and justifies any modifications to the design. ||
 * <span style="background-color: #ffffff; font-family: arial,helvetica,clean,sans-serif; font-size: 13px;">produces a set of working drawings (2D orthographic, 3D oblique projection) of the chosen idea. The student also creates a detailed table for the parts needed to create the product. A very detailed step-by-step production plan is also created with a written statement, a sketch to explain the statement and the time needed to create every step
 * <span style="background-color: #ffffff; font-family: arial,helvetica,clean,sans-serif; font-size: 13px;">mentions two main changes and modifications that had to be done in order to create the product to make it better. The student evaluates the plan thoroughly and asks colleagues to evaluate it as well. As a result of this evaluation, the student realizes that the time allocated is not very accurate in some cases and has to be adjusted.
 * ~ Achievement level ||~ Level descriptor ||
 * 5–6 || The student **competently uses** appropriate techniques and equipment. The student follows the plan and **justifies**any modifications made, resulting in a product/solution of **appropriate** quality using the resources available. ||
 * <span style="background-color: #ffffff; font-family: arial,helvetica,clean,sans-serif; font-size: 13px;">provides very detailed and dated documentation of the creation stage with photos throughout the different stages of the creation. It is clear from the photos that a wide range of manufacturing processes and techniques are used competently and appropriately
 * <span style="background-color: #ffffff; font-family: arial,helvetica,clean,sans-serif; font-size: 13px;">clearly follows the step-by-step plan and justifies the modifications to simplify the product that have to be made due to the unavailability of certain materials and/or lack of time in certain cases
 * <span style="background-color: #ffffff; font-family: arial,helvetica,clean,sans-serif; font-size: 13px;">has created a final product that is well made and clearly is of an appropriate quality.
 * ~ Achievement level ||~ Level descriptor ||
 * 5–6 || The student evaluates the success of the product/solution in an objective manner based on the **results of testing**, and the **views of the intended users**. The student provides an evaluation of his or her own performance **at each stage of the design cycle** and suggests improvements. The student provides an appropriate evaluation of the**impact** of the product/solution on life, society and/or the environment. ||
 * <span style="background-color: #ffffff; font-family: arial,helvetica,clean,sans-serif; font-size: 13px;">evaluates the final product against the design specification and thoroughly analyses the result of this evaluation. A questionnaire is produced and summarized with the assistance of pie charts to aid in the discussion of the success of the final product in an objective manner. The student also tests the product by taking it to the children in the centre and documents her observation and their feedback
 * <span style="background-color: #ffffff; font-family: arial,helvetica,clean,sans-serif; font-size: 13px;">evaluates performance at every stage of the design cycle. Modifications and improvements are suggested based on the overall evaluation of the final product
 * <span style="background-color: #ffffff; font-family: arial,helvetica,clean,sans-serif; font-size: 13px;">provides an appropriate evaluation of the impact of the product on the end-users (mentally and physically challenged), on how it can improve their mental abilities, promote cooperative learning and teamwork, and increase their confidence in their abilities.

> > <span style="background-color: #ffffff; font-family: arial,helvetica,clean,sans-serif; font-size: 13px;">This work achieved level 6 because the student: > <span style="font-family: arial,helvetica,sans-serif; font-size: 13px;">FINAL PRODUCT
 * <span style="background-color: #ffffff; font-family: arial,helvetica,clean,sans-serif; font-size: 13px;">Personal engagement (motivation, independence, general positive attitude).
 * <span style="background-color: #ffffff; font-family: arial,helvetica,clean,sans-serif; font-size: 13px;">Attitudes towards safety, cooperation and respect for others.
 * ~ Achievement level ||~ Level descriptor ||
 * 5–6 || The student **consistently** displays a satisfactory standard in **both** of the aspects listed above. ||
 * <span style="background-color: #ffffff; font-family: arial,helvetica,clean,sans-serif; font-size: 13px;">is a very dedicated and meticulous student who works independently. The student also abides by deadlines and has a strong work ethic (according to the information provided by the teacher at the back of the F3 form). The student is very cooperative and shares ideas willingly with peers as well as takes all safety procedures into consideration when working in the workshop.