Doshisha International School, Kyoto
  • Home
    • About DISK
    • Board of Governors
    • Director's Welcome
    • Employment
    • Faculty & Staff
    • FAQ
    • Head of Schools Message
    • List of Doshisha Affiliated Schools
    • Our Purpose
  • Admissions
    • Admissions Application Process
    • Academic Fees
    • Directions
    • Facilities & Surroundings
    • Measures of Academic Progress
    • Scheduled Bus Service
    • Schedule a Visit
    • Uniform Ordering
    • Student ID Card Application Form
    • Document Requests
  • Academics
    • Middle School Program
    • IB Diploma Program
  • Learning at DISK
    • Middle School Program >
      • Art
      • Design
      • English
      • Individuals & Societies
      • Japanese
      • Math
      • Music
      • Physical & Health Education
      • Science
    • IB Diploma Program >
      • Group 1 - Studies in Language and Literature >
        • Language & Literature (English / Japanese)
      • Group 2 - Language Acquisition >
        • Language B
      • Group 3 - Individuals and Societies >
        • Economics
        • History
      • Group 4 - Sciences >
        • Physics
        • Biology
      • Group 5 - Mathematics >
        • Mathematics
      • Group 6 - The Arts >
        • Music
        • Visual Arts
      • Core >
        • CAS
        • TOK
        • Extended Essay
    • Sakura Medal
    • Learning Support
    • Library
    • Student Health, Wellbeing & College Counseling
    • Study Trips, Excursions & Expeditions
    • Technology
    • Support Resources
  • Life at DISK
    • Clubs & Electives
    • Duke of Edinburgh Intl. Award
    • Exemplary Student Work
    • Honor Roll & Awards
    • Service as Action
    • Student Accomplishments
    • Student Council
  • DISK Community
    • Child Protection Policy
  • Life after DISK
    • Alumni

Design


Picture
The Design Cycle
Design in middle school focuses on building the skills needed for success in the IB Diploma Program (IBDP). Design follows a carefully structured sequence of topics. The curriculum spirals; students get multiple exposures over the five years of their middle school experience, deepening and extending their understanding by revisiting the principles taught. The goal of Design is to challenge students to apply practical and creative thinking skills to solve design problems. Inquiry and problem-solving are at the heart of the subject.

The grade 6 to 10 Design program uses a criteria-referenced assessment framework and an inquiry-driven approach to the subject. The course emphasizes the Design Cycle as a tool, which provides the methodology used to structure the inquiry and analysis of problems. The development of feasible solutions. The creation and testing, and evaluation of solutions.

Digital Literacy


​To promote the use of technology and develop students digital literacy the following applications are used in Design:
  1. Google Classroom - students use Google Classroom to learn about formative and summative assessment tasks in detail, read teacher announcements, comment on questions posted and submit work for review.
  2. Weebly - students use a subject website to access information relevant to the course and maintain a digital portfolio and blog of their work.
  3. ManageBac - students use ManageBac to access information about units of inquiry, check deadlines, view grades and read termly reports.​
  4. G Suite (formerly Google App for Education) - students use G Suite to communicate and collaborate, which includes tools like Gmail, Calendar, Docs, Slides, Forms and Drive.
​

Assessment

Each quarter, students complete several units of inquiry in design. Summative assessment tasks address the assessment criteria (A, B, C, and D), and learner outcomes adopted in this subject correspond to the stages of the Design Cycle (described above). The student work below provides an example of assessment tasks given in this subject. ​
A. Inquiring and Analyzing
​

To address this criteria, students created an animated presentation using ‘Powtoon’ to explain and justify their project ideas.
B. Developing Ideas

To address this criteria, students developed a storyboard to illustrate their project ideas in more detail.
C. Creating the Solution

To address this criteria, students produced a 3-5 minute stop-motion animation.
D. Evaluating

To address this criteria, students produced a reflective vlog which included the following:

  1. An introduction
  2. A description of the unit of inquiry
  3. A description of each summative assessment undertaken with reference the stages of the design cycle
  4. A description of the software programs used 
  5. A summary of what was learned
  6. An explanation of how the solution could be improved
​For privacy, this vlog could not be used or replaced by an audio file.
Updated Nov'22


​Doshisha International School, Kyoto
​

​​​
7-31-1 Kizugawadai, Kizugawa City, Kyoto Prefecture, 〒619-0225 

Tel: 0774-71-0810 | Fax: 0774-71-0815 

​
Picture
Privacy Policy | ​International Baccalaureate | About Doshisha | We Support Doshisha
Picture