Assessment criteria for Criterion A

Project Ideas

https://docs.google.com/spreadsheets/d/1QofFVhWCWG0a1OfVkSVhmTCvCknTr0wL0iS2Z1xsfak/edit?usp=sharing



Compare this with the Assess Criteria below with the Exit Assessment Criteria for Year 3

Achievement level	Level descriptor
0	The student does not reach a standard described by any of the descriptors below.
1–2	The student:       i.        states the need for a solution to a problem for a specified client/target audience      ii.        develops a basic design brief, which states the findings of relevant research.
3–4	The student:       i.        outlines the need for a solution to a problem for a specified client/target audience      ii.        outlines a research plan, which identifies primary and secondary research needed to develop a solution to the problem, with some guidance    iii.        analyses one existing product that inspires a solution to the problem     iv.        develops a design brief, which outlines the analysis of relevant research.
5–6	The student:      ii.        explains the need for a solution to a problem for a specified client/target audience    iii.        constructs a research plan, which identifies and prioritizes primary and secondary research needed to develop a solution to the problem, with some guidance     iv.        analyses a range of existing products that inspire a solution to the problem      v.        develops a design brief, which explains the analysis of relevant research.
7–8	The student:       i.        explains and justifies the need for a solution to a problem for a client/ target audience      ii.        constructs a detailed research plan, which identifies and prioritizes the primary and secondary research needed to develop a solution to the problem independently    iii.        analyses a range of existing products that inspire a solution to the problem in detail     iv.        develops a detailed design brief, which summarizes the analysis of relevant research.

Sample Solutions for Business Problems

Business Animations
https://www.youtube.com/watch?v=zON0wDD7VJY

Business Websites
https://www.awlandsundry.com/
http://www.worldofalfa.com/
https://www.clo3d.com/

Research for sample;

• Business Games solutions
• Business Database solutions
• Business Apps solutions

Sample Solutions;
http://www.myp-design.com/year-10/game-design/assesment-tasks

Understanding Conceptual Learning

https://www.youtube.com/watch?v=3xvY20jtjr0

Introduction to MYP Design

Please click on the Design Guides' link below;

Design Guide

Task 1 (Conceptual Understanding) Read page 30-36 and write your 

responses in your note book for the following questions;

a) What is conceptual understanding or learning? What is a concept?

b) List the key concepts contributed by the study of Design.

c) What are related concepts? Are they similar or different in different 

subject areas?

d) What are global contexts? Are global contexts similar or different 

across the subject areas?

e) What is a statement of inquiry? 

f)  In your own understanding of the Business Quest unit, write examples of inquiry questions

i)  Factual
ii)  Conceptual
iii) Debatable

g) Outline the five MYP ATL skills.

Business Quest Unit Details

Teacher(s)	Mr. Victor/Mr. Robert	Subject group and discipline	Digital Design
Unit title	Business Quest	MYP year	4	Unit duration (hrs)	30 hrs

Inquiry: Establishing the purpose of the unit

Key concept		Related concept(s)	Global context
Communities		Market Trends	Scientific and technical innovation
Statement of inquiry
Technical innovation are both a function and product of trends in communities that lead to global economics.
Inquiry questions
Factual      — What are the limitations of current marketing and advertising sector? Conceptual— Do consumers buy what they need or what they see? Debatable  —How reliable are results of market data in decision making?
Objectives	Summative assessment
Objective A: Inquiring and analysing Objective B: Developing ideas Objective C: Creating a solution Objective D: Evaluating	Outline of summative assessment task(s) including assessment criteria: There are many business problems facing entrepreneurs in the very competitive markets today. Students will develop a digital solution aimed at enhancing effectiveness and efficiency in growth of busineses. The practicality of the solution will be determined by the different actions taken by the business clients students will engage with.		Relationship between summative assessment task(s) and statement of inquiry: Students will have deeper understanding and use software that allows them to improve the management and performance of different businesses.
Approaches to learning (ATL)
Communication: Give and receive meaningful feedback during presentations; Share ideas with multiple audiences using a variety of digital environments and media; Organize and depict information logically; Understand and use mathematical notation Information Literacy Skills: Collect and analyse data to identify solutions and make informed decisions; Process data and report results. Critical Thinking: Practice observing carefully in order to recognize problems; Gather and organize relevant information to formulate an argument; Recognize unstated assumptions and bias;  Interpret data; Evaluate evidence and arguments;  Draw reasonable conclusions and generalizations Creative Thinking: Apply existing knowledge to generate new ideas, products or processes.  Leaner Profile and AK Strands: Economics for Development

Business Quest Year 9 Lesson

When it comes to information technology, what are the different information topics / lessons that can be learnt from the image / company above?