Criterion C: Creating the solution
Creating a product or a solution to your design specification is the ultimate goal.
In this criterion you will need to:
i. Make a step-by-step plan.
● Think what the steps in the process might be, and what would be a logical
order. Cutting the fabric and making patterns should also be a part of the plan.
● The plan needs to be detailed enough for anyone in the class to take it and
create what you intended to.
● Consider how long each part will take. This will help you in achieving the goal.
ii. demonstrate excellent technical skills when making the solution.
● This includes problem solving, sewing & cutting the fabric.
● Seams that don’t grin and fabric pieces sturdily attached together.
● Neat outcome with no hanging threads or unplanned bulging or flapping extras.
iii. FOLLOW YOUR PLAN to create the solution, which functions as intended.
Document your progress!
● Take pictures and show each step, including mistakes. You can insert these
into the plan you made to show that you followed the plan, OR show them after
the plan in the document, with reference numbers to show which part of the
plan you are documenting. The more pictures you provide, the less you will
need to write.
iv. explain changes made to the chosen design and plan when making the solution.
● If you notice on the way that your plan had flaws, or you made a mistake, show
these in your documentation and point out where and what you changed.
● Remember that making mistakes in the original plan is not a problem as long
as you show how you changed it.
Your work will be assessed using the criteria below:
0 The student DOES NOT reach a stantard described by any of the descriptors below.
1-2 The student:
i. demonstrates minimal technical skills when making the solution
ii. creates the solution, which functions poorly and is presented in an incomplete form.
3-4 The student:
i. outlines each step in a plan that contains some details, resulting in peers having
difficulty following the plan to create the solution
ii. demonstrates satisfactory technical skills when making the solution
iii. creates the solution, which partially functions and is adequately presented
iv. outlines changes made to the chosen design or plan when making the solution.
5-6 The student:
i. constructs a plan, which considers time and resources, sufficient for peers to be
able to follow to create the solution
ii. demonstrates competent technical skills when making the solution
iii. creates the solution, which functions as intended and is presented appropriately
iv. outlines changes made to the chosen design and plan when making the solution.
7-8 The student:
i. constructs a logical plan, which outlines the efficient use of time and resources,
sufficient for peers to be able to follow to create the solution
ii. demonstrates excellent technical skills when making the solution
iii. follows the plan to create the solution, which functions as intended and is
presented appropriately
iv. explains changes made to the chosen design and plan when making the solution.
MYP COMMAND TERMS FOR DESIGN
Analyse Break down in order to bring out the essential elements or
structure. To identify parts and relationships, and to interpret
information to reach conclusions.
Construct Display information in a diagrammatic or logical form.
Create To evolve from one’s own thought or imagination, as a work or an
invention.
Define Give the precise meaning of a word, phrase, concept or physical
quantity.
Demonstrate Prove or make clear by reasoning or evidence, illustrating with
examples or practical application.
Describe Give a detailed account or picture of a situation, event, pattern or
process.
Design Produce a plan, simulation or model.
Develop To improve incrementally, elaborate or expand in detail. Evolve to
a more advanced or effective state.
Evaluate Assess the implications and limitations; make judgments about
the ideas, works, solutions or methods in relation to selected
criteria.
Explain Give a detailed account including reasons or causes.
Identify Provide an answer from a number of possibilities. Recognize and
state briefly a distinguishing fact or feature.
Justify Give valid reasons or evidence to support an answer or conclusion.
List Give a sequence of brief answers with no explanation.
Outline Give a brief account.
Present Offer for display, observation, examination or consideration.
Prioritize Give relative importance to, or put in an order of preference.
State Give a specific name, value or other brief answer without
explanation or calculation.
Summarize Abstract a general theme or major point(s).
