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Technology
 

 Technology

 

 

Aims

The aims of any MYP subject and of the personal project state in a general way what the teacher may expect to teach, and what the student may expect to experience or learn. In addition, they suggest how the student may be changed by the learning experience. The aims of the teaching and study of technology are to encourage and enable students to: 

    • develop an appreciation of the significance of technology for life, society and the environment 

    • use knowledge, skills and techniques to create products/solutions of appropriate quality 

    • develop problem-solving, critical- and creative-thinking skills through the application of the design cycle 

    • develop respect for others’ viewpoints and appreciate alternative solutions to problems 

    • use and apply information and communication technology (ICT) effectively as a means to access, process and
      communicate information, and to solve problems.


Objectives


The objectives of any MYP subject and of the personal project state the specific targets set for learning in the subject. They define what the learner will be able to do, or do better, as a result of studying the subject. The design cycle is a model and it is intended to be the central tool to help students create and evaluate products/solutions in response to challenges. The MYP technology design cycle consists of four major stages and these relate to the objectives of the course.

 

Investigate

Students identify the problem to be solved. At the end of the course, they should be able to:

    • evaluate the importance of the problem for life, society and the environment

    • outline the design brief.

Students should develop the design brief. At the end of the course, they should be able to
formulate and discuss appropriate questions that guide the investigation

    • identify and acknowledge a range of appropriate sources of information


    • collect, analyse, select, organize and evaluate information

    • evaluate the sources of information.

Students formulate a design specification. At the end of the course, they should be able to:

    • list the specific requirements that must be met by the product/solution

    • design tests to evaluate the product/solution against the design specification.


Plan


Students design the product/solution. At the end of the course, they should be able to:

    • generate several feasible designs that meet the design specification

    • evaluate the designs against the design specification

    • select one design and justify its choice.

Students plan the product/solution. At the end of the course, they should be able to:

    • construct a plan to create the product/solution that has a series of logical steps

    • construct a plan to create the product/solution that makes effective use of resources and time

    • evaluate the plan and justify any modifications to the design.


Create


Students use appropriate techniques and equipment. At the end of the course, they should be able to:

    • use a range of appropriate techniques and equipment competently

    • ensure a safe working environment for themselves and others.

Students follow the plan. At the end of the course, they should be able to:

    • follow the plan to produce the product/solution

    • evaluate the plan and justify any changes to the plan (when necessary).

Students create the product/solution. At the end of the course, they should be able to:

    • create a product/solution of appropriate quality.


Evaluate


Students evaluate the product/solution. At the end of the course, they should be able to:

    • carry out tests to evaluate the product/solution against the design specification

    • evaluate the success of the product/solution in an objective manner based on testing, their own views and the 
      views of the intended user


    • evaluate the impact of the product/solution on individuals and on society

    • explain how the product/solution could be improved.

Students evaluate their use of the design cycle. At the end of the course, they should be able to:

    • evaluate their performance at each stage of the design cycle

    • suggest ways in which their performance could be improved.


Attitudes in technology


This objective goes beyond technology and refers to encouraging attitudes and dispositions that will contribute to students’ development as caring and responsible individuals and members of society.

This objective is set in the context of the technology class (and it is also present in MYP sciences as “Attitudes in science”) but will pervade other subjects and life outside school. It includes notions of safety and responsibility when working in technology as well as respect for and collaboration with others and their shared environment.

During the course, students should:

    • carry out units of work in technology using materials and techniques safely and responsibly

    • work effectively as members of a team, collaborating, acknowledging and supporting the views of others

    • provide evidence of personal engagement with the subject (motivation, independence, general
positive
      attitude) when working in technology.




 

 



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