Design
technology

The new design technology course was developed as part of the sciences subject group review in the Diploma Programme (DP). This new course will begin in September 2014, with first examinations in May 2016.

The new course aims to facilitate the development of students as designers, focusing on invention and innovation. It explicitly features the nature of design (NOD)—how designers in
many different design disciplines work, the different (but complementary and sometimes overlapping) aspects of design that are used in different disciplines, and the issues common to
them all.

and analysis of problems, the development of feasible
solutions, and the testing and evaluation of the solution. In Diploma
Programme design technology, a solution can be defined as a model, prototype, product or system that students have
developed independently.

A relevant and engaging course

DP design technology aims to develop internationally minded people whose enhanced understanding of design and the technological world can facilitate our shared guardianship of the planet and create a better world.

It focuses on analysis, design development, synthesis and evaluation. The creative tension between theory and practice is what characterizes design technology within the DP sciences
subject group.

DP design technology enables students to develop not only practical skills but also strategies for creative and critical thinking. Students achieve a high level of design literacy by
developing critical-thinking and design skills, which they

Inquiry and problem-solving are at the heart of the subject. DP design technology includes the use of the DP design cycle, which provides the methodology used to structure the inquiry

can apply in a practical context. While designing may take

various forms, it will always involve the selective application of

extend and deepen their understanding of the subject. The four additional higher level topics aim to introduce aspects of
innovation. These four topics are:

knowledge within an ethical framework.

Design in group 4 sciences

Both science and technology have a fundamental relationship

with design. Technology preceded science, but now

•	user-centreddesign(UCD) •	sustainability
•	innovationandmarkets

•	commercialproduction.

most technological developments are based on scientific understanding. Traditional technology comprised useful artifacts, often with little understanding of the science underpinning
their production and use. In contrast, modern technology involves the application of scientific discoveries to produce useful artifacts. The application of scientific discoveries to solve a problem enables designers to create new technologies; these new technologies, in turn, can have an impact on the rate of scientific discovery.

The aim of the DP design technology course is to foster in

students the skills required to use new and existing technologies

Assessment

All standard and higher level students complete a design project as an internal assessment task. This design project allows them to demonstrate their investigative, analytical, design thinking, design development, prototyping, and testing and evaluation skills, and mirrors the design processes used across the various industries that integrate design practice.

At SL, the design project requires students to identify a problem and develop a solution. The project is assessed against four
common criteria:

to create new products, services and systems.

Curriculum

Concepts and principles are specified for each topic. Guidance

•	analysisofadesignopportunity •	conceptualdesign
•	developmentofadetaileddesign

•	testingandevaluation.

on each concept and principle is provided in the guide and teacher support material in order to support teachers’ planning.
There are examples of international-mindedness, links to other

At HL, the design project is extended to include aspects of innovation. The design project is assessed against two additional
criteria:

DP subjects, and Theory of Knowledge questions to enrich the syllabus and broaden students’ understanding of technology
and design thinking.

•	commercialproduction

•	marketingstrategies.

Common core

All standard level (SL) and higher level (HL) students complete a

common core, which includes the following elements:

The standard level course is assessed through a multiple choice paper (paper one), a core paper, which consists of one short response and multiple extended answer questions (paper two),
and the internal assessment design project. At HL, paper one has

•	humanfactorsandergonomics

•	resourcemanagementandsustainableproduction •	modelling
•	rawmaterialstofinalproduct •	innovationanddesign
•	classicdesign.

more questions, and students write an additional paper (paper three) consisting of three structured questions based on the HL extension material, one of which is based on a case study.

Further information

Please visit the online curriculum centre (OCC) or

HL extension	contact dpdevelopment@ibo.org.

Higher level students examine four further topics designed to

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