Studio Project

Submission	Criteria	Classes	Cumulative
Draft	— (initial feedback)	5	5
Interval A	A — Inquiring & Analysing	3	8
Interval B	B — Developing Ideas	10	18
Interval C	C — Creating the Solution	9	27
Interval D	D — Evaluating	5	32

Unit OverviewDuring this unit students follow the design cycle but have autonomy to choose the direction of their work and target audience. In addition to product-specific resources in Moodle, the teacher will provide a list of suggested projects, a project checklist, a suggested time management plan, completed sample project elements, and user-centered design guides.

Inquiry Questions

Type	Question
Factual	Why is ACCESSFM a useful framework for product analysis?
Conceptual	How can designers choose the most effective user-centered research methods for a given project? What kind of documentation and explanation is necessary when sending plans to a manufacturer?
Debatable	What kinds of changes require documentation?

ATL Skills in Focus

The ATL skills of Self-Management: Organization, Communication, and Research: Information Literacy are central to this unit. Students must manage their time and efforts wisely for the duration of the project, communicate with a potential user when developing their product, present their work to class, and engage in ongoing conversations about their work. Research skills are developed across the unit — for example when producing a research plan or analysing gathered data.

Submission Schedule

First draft — uploaded to receive initial feedback. Suggest 5 classes after introduction.
Criteria A assessed — based on completion. Suggest 3 classes after draft (8 total).
Criteria B assessed — based on completion. Suggest 10 classes after A (18 total).
Criteria C assessed — based on completion. Suggest 9 classes after B (27 total).
Criteria D assessed — based on completion. Suggest 5 classes after C (32 total).

Students are allowed and encouraged to add to different sections when relevant, rather than waiting until the previous part is complete. Work may also be updated across the project as needed, even if the corresponding assessment date has passed.

Where to Submit

Upload the Word document to ManageBac at each interval (draft, A, B, C, D). Demonstrate physical and digital products in class.

This is the last unit of MYP Design — students have considerable creative freedom to choose what they will design. The goal is to identify a meaningful design context, interview a potential client, conduct self-directed research, analyse existing products, and articulate a design brief grounded in real evidence. Read all details carefully before starting.

RequirementInterview a potential client and produce a primary user persona which explains and justifies the creation of a product or solution.

A primary persona (or user persona) is a profile of someone who is the intended user of the product. This can be a specific person, or a composite — a combination of insights gathered from multiple interviews. For example, a shelving system for the design workshop might use the teacher as the specific persona; a backpack for all high school students would be a composite of the most common responses from many student interviews.

For this task students are only required to interview 1 person, but may choose to conduct several interviews or a focus group and create a composite primary persona. Students working in groups must either interview different people, or conduct a focus group and produce their own composite — groups may not interview the same person.

Example Primary Persona

Name: Prawn Katronski	Age: 36	Gender: Male	Occupation: Design Teacher
Direct quote supporting the project: "It would be so cool to go to a random place like a park or outside a café and set up a video or livestream — like a multi-camera, professional looking production."
Motivation Makes videos about design projects and other things for the internet. Wants to expand content covered and reduce equipment needed. Wants to be able to set up livestreams from locations without nearby power outlets.		Goals Make it easy to set up and take down video production equipment to give more time for editing and making things.
Frustrations Power cables can be a tripping hazard and take time to clean up. Small power banks run out too fast when powering lights, a laptop, an iPad, and cameras.		Background Prawn is a design technology teacher in Shenzhen, at an international school. Over the years he has produced a lot of video content for his school, and in the past year has focused on his own projects. He has gained a following online and hopes to expand it by making more and better videos. To do this, he hopes to find solutions for speeding up slow parts of video production, and to produce high quality videos in unique locations, away from power outlets.

Project Explanation and Justification

After completing the persona, students write 4–8 sentences explaining what they plan to create and providing a justification for why it should be made. Both elements should be directly linked to the primary persona. Students may include some specific details, but should avoid narrowing focus too much — research, analysis, and ideation are still to come.

Rubric — Ai

Score	1–2	3–4	5–6	7–8
Descriptor	I stated the need for a product or solution for a client or target audience.	I outlined the need for a product or solution for a client or target audience.	I explained the need for a product or solution for a client or target audience.	I explained and justified the need for a product or solution for a client or target audience.

RequirementIdentify what information is needed to create the product and produce a research plan. Write primary and secondary research questions, find sources to help answer the questions, and build a research plan.

Guiding Questions for Research Focus

Questions about the client or primary persona:

What problem or need did my client clearly identify?
What does my client want and what do they actually need?
Who is the primary user? Are there secondary users?
What assumptions am I making that need to be verified through research?

Identifying what you need to research:

What information do I need before I can design responsibly?
What do I not yet understand about the user, the context of use, existing solutions, or materials and production methods?

Planning primary research:

What follow-up questions do I need to ask my client?
Should I interview additional users? Why?
Do I need to collect measurements (anthropometric data, spatial constraints)?
How will I ensure my questions are open-ended and unbiased?

Planning secondary research:

What existing products solve a similar problem?
What design features make those products successful or unsuccessful?
What materials are commonly used for similar products?
What production methods are realistic for my context?

Evaluating and choosing sources:

Is this source reliable and credible?
Is the information current and relevant to my context?
Does this source directly help me make a design decision?
Am I using a range of sources (expert, user, academic, commercial)?

Prioritising research:

Which research will most strongly influence my design decisions?
What must be researched first in order to move forward?
What research is useful but not essential?
Have I justified why certain sources are more important than others?

Rubric — Aii

Score	1–2	3–4	5–6	7–8
Descriptor	I did not produce an adequate research plan.	With guidance I outlined a research plan that identifies primary and secondary research needed to develop a solution.	I constructed a research plan that identifies and prioritises research needed to develop a solution with limited guidance.	I constructed a detailed research plan that identifies and prioritises the research needed to develop a solution independently.

RequirementComplete ACCESSFM analysis for 4 products that could inspire a solution. Complete the ACCESSFM tables before writing the analysis for each product. Only choose products relevant to the user and product idea.

Guiding questions are provided but are not required — students are not required to use the same structure or questions for each product. Use online stores, currency, and measurements common to your country: Taobao, JD, metric measurements, and RMB for currency.

ACCESSFM Quick Reference

Dimension	Definition	Guiding Questions
Aesthetics	What does the product look like?	Colour, shape, texture, pattern, appearance, feel, weight, style?
Cost	How much does the product cost?	Cost to buy? Cost to make? Material costs? Is it good value?
Customer	Who will buy or use the product?	Age, gender, likes, dislikes, needs, preferences?
Environment	Will the product affect the environment?	Is it recyclable, reusable, repairable, sustainable, or environmentally harmful?
Size	How big or small is the product?	Dimensions in mm? Compare to similar products? Comfortable to use? Would a different size be better?
Safety	How safe is the product in use?	Safe for the customer? Risks? Correct and safest way to use it?
Function	How does the product work?	What is its role? How well does it work? How could it be improved? Why is it used this way?
Material	What is the product made from?	Why were these materials used? Would a different material be better? What manufacturing techniques were used?

Analysis Requirement (per product)

For each of the 4 products, students complete the ACCESSFM table and then write an analysis addressing: Why did you choose this product? How will it inspire your designs? How does it compare to others analysed? How does it meet the needs of the primary persona? What could be improved?

Rubric — Aiii

Score	1–2	3–4	5–6	7–8
Descriptor	I did not adequately analyse a range of products.	I analysed 1–2 products that could inspire my work.	I analysed 3 products that could inspire my work.	I completed detailed analysis of 3+ products that could inspire my work.

RequirementWrite a concise, detailed design brief summarising your analysis and research. The brief should be 1 paragraph that explains what you plan to do and why, and a summary of what you have learned through research and analysis.

Rubric — Aiv

Score	1–2	3–4	5–6	7–8
Descriptor	I developed a basic design brief which states the findings of my research.	I developed a design brief which outlines the findings of my research.	I developed a design brief which explains the findings of my research.	I developed a detailed design brief which summarises the analysis of my research.

Students develop a rigorous design specification, explore a broad range of design directions, document a clear and justified design development journey, and produce accurate production drawings or diagrams ready to guide creation.

RequirementProduce design specifications which include explanation of their selection and how success will be measured. Use ACCESSFM as a starting point — not all dimensions need to be included (e.g. Safety is not needed for a PC game). Provide explanations for each specification based on research and analysis.

Each specification should be written with measurability in mind. Specific details will be narrowed down in Biii and Biv, so avoid writing specifications as unchangeable requirements at this stage. Write how the specification could be tested — specific testing methods are not needed until Di.

Measurability — Too Specific vs. Appropriate

Too Specific ✗	Appropriate ✓
The handle must be 92 mm wide and have a diameter of 22 mm.	The handle must be big enough to fit an average adult hand.
Outer color must be hot pink, inner color must be pearl white.	The outer color must be vibrant, with a more neutral inner color.

Rubric — Bi

Score	1–2	3–4	5–6	7–8
Descriptor	I listed some basic design specifications.	I listed some design specifications related to the success of the product.	I developed design specifications which outline the success of the product.	I developed detailed design specifications which explain the success criteria based on my research.

RequirementProduce at least 3 feasible design ideas incorporating sketches, diagrams, notes, and other media. Each design idea must be authentically created and feature annotations. Notes may be handwritten if including images of hand-drawn concepts.

The format for design ideas will differ based on the chosen project. The key requirement is that each idea can be correctly interpreted by others. Fill the space in the document with at least 3 feasible design ideas with relevant images and notes.

Rubric — Bii

Score	1–2	3–4	5–6	7–8
Descriptor	I presented 1 design idea.	I presented 2–3 feasible design ideas with images or notes which are mostly able to be interpreted by others.	I developed 3+ feasible design ideas with images and notes that can be interpreted by others.	I developed 3+ feasible design ideas with clear and detailed images and notes that can be interpreted by others.

RequirementChoose 1 design idea to further expand, write a justification for your choice, and present the design in class. Create a 1-page presentation slide — presentation should be between 60 and 90 seconds.

The slide must briefly explain: what you are going to create, who it is for, how you will create it, and why you chose this project. Include an image of the slide in the submitted document. The justification for the chosen design must reference the design specifications from Bi.

Rubric — Biii

Score	1–2	3–4	5–6	7–8
Descriptor	I did not complete 3 designs in Bii, or did not choose a design to present.	I justified the choice of design by referencing the specifications. My presentation was not very detailed.	I justified the choice of design by referencing the specifications. My presentation was partially detailed.	I justified the choice of design by critically referencing the specifications. My presentation was detailed.

RequirementDevelop accurate and detailed drawings and outline requirements and considerations for the creation of the product. Notes must be specifically directed at production — able to guide another designer or manufacturer. Drawings must represent 1 specific product design.

Explanations are only required for technical considerations, not for choices made. Writing "Outer color: hot pink" is appropriate; explaining that the client likes Barbie is not relevant to production. Product types differ — a backpack should have detailed measurements, while an application should have a wireframe of the user interface. Be sure critical information is clear and easy to find.

Common Mistakes to Avoid

#	Example Mistake
1	Two drawings of a backpack show 2 pockets on the front, while another drawing shows only 1 pocket — inconsistent representations.
2	Notes for an application describe a feature that is not explained or shown in any diagram.
3	Card sizes are drawn as a square, but the measurements written are 9 cm × 6 cm — shape and dimensions do not match.

Rubric — Biv

Score	1–2	3–4	5–6	7–8
Descriptor	I created incomplete planning drawings.	I created drawings/plans or listed the requirements needed to create my product.	I developed accurate drawings/plans and listed requirements to create my product.	I developed accurate and detailed drawings/plans and outlined requirements to create my product.

Students produce a portfolio-quality outcome demonstrating mastery of chosen techniques and materials. They document the studio process in detail, manage the project independently, and justify all significant changes made during production. 9 classes are dedicated to this criterion.

RequirementConstruct a logical and efficient plan that describes use of time and resources, sufficient for peers to follow. Students have 9 dedicated classes for Criterion C. Complete the plan template for all 9 classes before adding more. Logic and efficiency are critical to both success and grade.

For each planned session, include: what will be done, how long it might take, and what resources or tools are needed. Additional days may be added beyond the initial 9, but the plan for all 9 must be completed first.

Rubric — Ci

Score	1–2	3–4	5–6	7–8
Descriptor	I did not complete a plan, or the plan I created is not suitable for this project.	I constructed a plan that includes some details, but would be somewhat difficult for peers to follow.	I constructed a logical plan that describes the use of time and resources and can be followed by peers.	I constructed a detailed and logical plan that describes the efficient use of time and resources and can be followed by peers.

RequirementDemonstrate excellent technical skills when creating the product. Because projects can differ significantly, students choose between 3 and 8 areas of their project that best demonstrate their skill.

For each highlighted area, provide: a title, one or two photographs, and a brief description explaining the choice and how skill is demonstrated. The appropriate number of highlights will vary by project complexity — choose areas that best represent the work.

Rubric — Cii

Score	1–2	3–4	5–6	7–8
Descriptor	I demonstrated minimal technical skills when making my product.	I demonstrated satisfactory technical skills when making my product.	I demonstrated competent technical skills when making my product.	I demonstrated excellent technical skills when making my product.

RequirementFollow the plan created in Ci to create a functional solution. The final product should function as intended and be fully completed by the end of the production period.

Rubric — Ciii

Score	1–2	3–4	5–6	7–8
Descriptor	I created a product that functions poorly and is incomplete.	I created a product that partially functions and is adequately completed.	I created a product that functions as intended and is adequately completed.	I followed my plan and created a product that functions as intended and is fully completed.

RequirementJustify all notable changes made to the design and plan when creating the product. Complete 8 daily updates including pictures of work and notes about changes and progress.

Daily Update Template (repeat ×8)

Each update must include:

1–2 sentences linking the day's progress to the production plan, with the date
One or more photographs of work in progress
A short description of what was accomplished, addressing challenges, successes, or other useful details
A Change Log table with three columns: Change Made · Reason for Change · Does the change impact future plans?

Rubric — Civ

Score	1–2	3–4	5–6	7–8
Descriptor	I did not outline changes made to my product.	I outlined changes made to my product during creation.	I described changes made to my product during creation.	I justified changes made to my product during creation.

Students conduct a thorough evaluation against their specifications and broader design goals, critically reflect on their growth as a designer, and articulate how the work could be developed further. All evaluation must be grounded in real data and testing — honesty and accuracy in interpreting data matter. Overall success or failure is less important than genuine, evidence-based reflection.

RequirementDesign specific, detailed and relevant testing methods which generate data to measure success against design specifications. Must include at least 3 testing methods: at least 1 user-centred method and at least 1 specialised test. Screenshots are only acceptable when limited to graphs or charts.

User-centred research methods appropriate for evaluation: user observation, interviews, surveys, and focus groups.

Specialised tests evaluate function, materials, safety, etc. — refer to the ACCESSFM guide and design specifications when designing specialised tests.

Questions must be open-ended. If a question can be answered with "Yes" or "No" it likely needs to be changed.

Quality matters more than quantity: asking 5 people the same simple question gives only a small amount of useful data, while asking very detailed questions of each person gives too much to condense to one evaluation page. Find the right balance for the project.

Rubric — Di

Score	1–2	3–4	5–6	7–8
Descriptor	I designed a testing method which is used to measure the success of my product.	I designed a relevant testing method which generates data to measure the success of my product.	I designed relevant testing methods which generate data to measure the success of my product.	I designed detailed and relevant testing methods which generate data to measure the success of my product.

RequirementCritically evaluate the success of the solution against the design specification. Maximum 1 page (single-spaced, size 10 Helvetica or equivalent). Anything written beyond one page will not be read or graded.

The evaluation must be based on the data collected and the design specifications — not personal feelings of success or failure. Honesty and accurately interpreting data matter; overall success or failure does not. Save personal observations and improvement ideas for Diii.

Rubric — Dii

Score	1–2	3–4	5–6	7–8
Descriptor	I stated the success of my product.	I outlined the success of my product based on design specifications and relevant testing.	I explained the success of my product based on design specifications and relevant testing.	I critically evaluated the success of my product based on design specifications and authentic testing.

RequirementExplain how the product could be improved, based on the critical evaluation and personal observations. Maximum 1 page — follow the format provided in the task sheet.

Rubric — Diii

Score	1–2	3–4	5–6	7–8
Descriptor	I did not adequately explain my improvement ideas.	I outlined how the product could be improved.	I described how the solution could be improved.	I explained how the solution could be improved.

RequirementPresent the work to the client or target audience and explain the impact of the solution. Write a paragraph about how the work was received. Survey data is only appropriate if completed by target audience members who have used the product.

After writing the impact paragraph, students create a quick advertisement for their product — a poster, roadside sign, mobile ad, commercial, or other appropriate format. The advertisement is not assessed. Prioritise completing Di, Dii, and Diii before working on the advertisement.

Rubric — Div

Score	1–2	3–4	5–6	7–8
Descriptor	I did not adequately address the impact of the product on the client.	I outlined the impact of the product on the client.	I explained the impact of the product on the client with guidance.	I explained the impact of the product on the client.

Group Project Rules

Students may work in small groups with teacher approval — groups are not required.
Groups must be approved before choosing a project. Read through the entire assessment before choosing to work in a group.
Each student in a group must complete their own assessment. Students may not share assessment tasks, though discussion and shared ideas are expected.
Each student must be able to clearly identify and explain their individual role and how their work differs from others in the group.
For task Ai, students in groups must interview different people, or conduct a focus group and produce their own composite primary persona. Groups may not interview the same person.

Technical Assistance and Skill Development

Students are encouraged to choose a project that requires developing new skills. However, they must think critically about whether a project is feasible before committing. The teacher will provide guidance, but not extensive 1:1 training or production assistance. If a student cannot reasonably complete 90–95% of the work independently, they will need to choose a different project. Apply the same critical thinking when a project would require learning many new things simultaneously.

Unreasonable Expectation ✗	Appropriate Expectation ✓
I don't know how to sew, but I want to design a backpack. I can get Mr. K to teach me how to use a sewing machine and give me fabric. I can probably learn how to sew, make patterns, choose materials, and make the bag in this time.	I don't know how to sew, maybe I shouldn't choose to make a backpack. —Or— I've used a sewing machine before, and Mr. K can show me how to use the one at school. I will create designs that are not very complicated, and add details if I become skilled and confident.
I want to design a new keyboard. I have no idea where to start, am not very good at Fusion, and have never written any code. I saw a video of someone build a keyboard on Bilibili though, and it didn't look too hard.	I wanted to design a new keyboard, but I think that's too complicated. I am good at 3D modelling and have written code before, so I think I could make a device with a few buttons that can be programmed as computer shortcuts.
I think Warhammer 40,000 looks cool but is expensive, so I want to design rules for a similar game that can be played with Lego instead. I've never played Warhammer 40,000, strategy tabletop games, or turn-based strategy games before.	I think Warhammer 40,000 looks cool but is expensive. I've played it before and understand how strategy games work. I want to design rules for a simplified game that can be played by building units with Lego. I will design basic unit types that can be customised by players rather than many full armies.
I want to design a storage cabinet for art supplies. I really want to build something with wood since I haven't used it before. Mr. K can give me materials and teach me how to use tools. I can use him as a primary research source.	I want to build something with wood since I haven't used it before. I found several good 'first project' ideas and will discuss them with my teacher to determine if they are realistic. I will choose a project that requires only a little help from my teacher.

AI and Translation Policy

All assessed work must be completed authentically by students without AI assistance.
AI may be used to help explain concepts and locate sources. Ask a teacher before using AI.
Use of tools such as Grammarly to improve writing counts as AI use and is not allowed.
Translation is allowed for words and when completing research. Work must be written in English — not written in another language and then translated.

Potential Project Ideas

A 3D printable product — e.g. a functional educational model of a river dam, a backpack organiser, or similar
A project combining 3D printing and microcontrollers (Arduino, ESP32, etc.) — e.g. a Stream Deck, an air quality monitor, or a sound-activated light
A PC game in Unreal Engine, even if just a tech demo
A tabletop game (board game, card-based game), perhaps including custom 3D-modelled pieces
A textile product — e.g. a laptop bag, a hat, or a reusable lunch bag
An architectural model (designing a building or bridge)
A new kind of product packaging — e.g. a unique customised food delivery box
A new Lego set, designed in Bricklink Studio with instructions and package design
A phone app or website with a specific function

MYP Design Command Terms

Term	Definition
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	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	Make an appraisal by weighing up the strengths and limitations.
Explain	Give a detailed account including reasons or causes.
Identify	Provide an answer from a number of possibilities. Recognise 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 or summary.
Present	Offer for display, observation, examination or consideration.
Prioritise	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.
Summarise	Abstract a general theme or major point(s).

Task Sheet Download

PDF · Task Sheet

G10 Studio Project — Unit and Task Sheet

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Complete student-facing task sheet including all criteria tasks, rubrics, templates, and guidance for the full-semester Studio Project unit.

Introduction

Criterion A — Inquiring and Analysing

Primary Persona & Project Justification

Research Plan

Product Analysis — ACCESSFM

Design Brief

Criterion B — Developing Ideas

Design Specifications

Design Ideas

Presenting the Chosen Design

Production Drawings

Criterion C — Creating the Solution

Production Plan

Technical Skills

Creating the Product

Justifying Changes

Criterion D — Evaluating

Testing Methods

Critical Evaluation

Improvement Ideas

Presenting Work & Impact

Task-Specific Clarifications & Reference