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How does this inquiry Connect/Extend/challenge to what you already know or how you teach DP design technology? 

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How does this inquiry Connect/Extend/challenge to what you already know or how you teach DP design technology? 

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• E = Excited: Which of these parts of the core excite you when it comes to teaching design technology?

• W = Worrisome: Which of these parts of the core bring you worry or doubt?

• N = Need to know: What further questions do you have that might help facilitate or enhance your understanding of the core and its connection to design

technology?

• S = Stance or suggestion for moving forward: How could your current stance on the topic move forward? What can you do?

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1. The role of the nature of design technology

2. How skills integrate into the teaching and learning of design technology.

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Individually, complete the following reflection.

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Individually, complete the following reflection.

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·How does the use of guiding and linking questions connect to what you already know or how you teach DP design technology?

·How does the use of guiding and linking questions extend what you already know or how you teach DP design technology?

·How does the use of guiding and linking questions challenge what you know or how you teach DP design technology?

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•What are the connections between the design thinking, the design process and the approaches to learning and approaches to teaching?

•What is the most important thing I got out of this session?

•What theme excites me the most when it comes to the design technology course?

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Write down one sentence for each of the three prompts below.

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Write down one sentence for each of the three prompts below.

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1.What is the most important point you took away about the IA process?

2.What do you find challenging, puzzling or difficult to understand?

3.What is one thing you found interesting about the IA process?

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The session was a good ice-breaker, interactive through brainstorming with different colleagues.

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It's good to remember that the material we teach should exist in the real world and not just the text book

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Often we encourage the kids to be curious, innovative, creative. but not very often we stop to reflect on the impact of those ideas.

International mindedness is also about thinking how actions and ideas don't just stay sleeping, they can have a huge effect.

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I think this inquiry connects to how I already focus on empathy and user needs in design. But it also extends my thinking by reminding me to use the learner profile and ATL skills more often.

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The discourse about "designer's responsibility" and materiality was very insightful, and is something I believe should be a core principle of any designer.

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The discourse about "designer's responsibility" and materiality was very insightful, and is something I believe should be a core principle of any designer.

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The topic of the morning session reminds me that teaching IB Design Technology isn’t just about teaching topics, tools, or prototyping techniques. It’s about shaping students into thoughtful, globally aware problem solvers.

Knowing this affects how I approach the classroom. I don’t just want them to build cool stuff—I want them to think about who they’re building for, what impact it might have, and how different cultures or users might engage with their designs. It also reminds me to foster those IB attitudes—curiosity, resilience, open-mindedness—because when students embody those, the technical skills follow a lot more naturally.

It’s not just about what we teach, it’s how we teach it—and why. And that mindset shift changes everything.

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The session was fun and engaging, clear clarification of the TOK, CAS, and EE concepts.

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E - it's lovely to hear from other teachers from around the globe - I really want to annoy my students with lots of references to the core in my lessons!

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E. I'm learning so much from the other teachers in this group. I love hearing their ideas and perspectives.

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E: I'm excited to teach in a relevant way and i think the components do that for me.

W: I worry about balance all the needs of my subject knowing I compete with other subjects as well.

N: I need to know how do experience successful teachers do it.

S: I want to design a dynamic lesson plan that add potential questions to support things like TOK.

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E - Loved learning about the different interpretation everyone had with the same cores, which ultimate brought out their interdependent nature.

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E: I find the area of TOK exciting. In public schools we aren't theoretical that often, it is a lot of hard facts, so I like the idea of ambiguity and discussion within theory.

W: Also TOK since it is a new teaching concept to me. CAS also worries me because I don't fully understand it and how to integrate it yet.

N: I really need to know the core better.

S: This is a no-brainer for me, I am specifically here to not be entrenched and to have my stances challenged, changed, or reinforced.

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The session helped us connect between the Design project stages, the curriculum, and the intended nature of design, in a create and hands-on way.

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1. The role of the nature of design technology:

The nature of design technology keeps the subject grounded in real-world relevance—it’s not just about making things, it’s about solving meaningful problems. It helps students see design as a process that’s creative, collaborative, and impactful.

2. How skills integrate into the teaching and learning of design technology:

Skills are built into every part of DT—from technical tools like CAD to soft skills like teamwork and reflection. Students don’t just learn about design—they live it through hands-on, skill-driven experiences.

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It is like a map to build the curriculum in a sequence that will support hands on experience and to teach integrating different topics rather than one by one like a list.

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It's vital to really think about what's written on the nature of DT, as it acts as the design brief for the teaching of the course. It should be required reading every few weeks to remind ourselves that there is a bigger point to the course than the discreet topics on the syllabus

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1. Nature of design tech guides students to solve real world problems through empathy, critical thinking and innovation. It keeps learning more human centered and relevant.

2. Skills like research, sketching, CAD and prototyping are taught through the design cylce. Students can apply them as move through the design cycle. This makes learning active and more practical.

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This exercise helped to locate and connect the Design Project with classroom and curriculum expectations. This will really help guide in building the blueprint for future classes.

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The session and the discussions were helpful, supports the connection between the design thinking process and the content and syllabus. It is always helpful to know that we all have similar struggles, and sharing thoughts and perspectives gives us a wider view of possible solutions.

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What really stood out to me is how design thinking, the design process, and the approaches to learning all support each other—they all push students to take ownership, reflect, and grow through iteration. As someone coming from engineering, I appreciate how this course leans into problem-solving and making things that matter. The biggest takeaway for me is how DT encourages students to think independently and stay flexible. The theme that excites me most is human-centered design—getting kids to solve real problems for real people makes learning feel meaningful.

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It's difficult to stop and think about the fact that we could apply design thinking to our own teaching - a little like being asked to think about how you think. But I appreciate that the skills we are trying to teach our students (or the methodology of design thinking) should actually be modelled in the WAY we teach

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All of these areas are interdependent and necessary to build up a coherent curriculum. exploring them helps me make connections to facilitate the delivery of multiple complex topics.

I want to feel excited about all the new possibilities of teaching this subject but i feel more scared.

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An encouraging start, we covered a wide range of ideas that helped understand the thought process behind the new curriculum and the positive impact of the changes.

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I always forget that day one is heavy on IB philosophy, but its always good to pump the brakes a little and realise that your subject is actually part of a whole system, and trying to teach it in isolation does nothing to help the students

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The approaches shown towards balancing - design in Theory, Practice and context was very insightful;

The role of us as teachers making sure that the students feel well supported as their students embark on a new project, the scope of which might be overwhelming to them.

The themes of Interconnectedness and Global Thinking excites me the most.

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The main takeaway as a first time teacher was to learn to navigate the syllabus itself, while attempting to find comprehensive correlation between the various topics.

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1 - we need to be clear about what the requirements are for the IA - each criteria before we present it to the students

2 - I'm going to have to work hard to work on doing parallel IA's - old syllabus and new syllabus!

3 - It's much more geared towards design thinking and makes more sense

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1. Based on the examples from criteria C,I would be worried that he marking is not as straight forwards as I would expect.

Some of these will come clear after the first examination.

2. Mark schemes are confusing to me, the bands changing every year.

3. How much mirrors the design cycle in MYP

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Certainly not for the weak-minded.

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1. The most important point I took away about the IA process is that students must clearly show how their solution addresses a real user’s needs through thoughtful justification and evidence.

2. The part I find challenging is understanding how much teacher support is appropriate without overstepping the line into guiding the design.

3. One interesting thing about the IA process is how much flexibility students now have to present their design thinking in different formats

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I’m still working to fully understand the expectations of the new IAs, especially how they’ll be assessed, and how I can best support all of my students in reaching success.

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•How will I keep an open mind to the possibilities of the different ways to approach teaching and learning in the design technology course?

•Things will change—how can I prepare to adapt to changes?

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What are some things that you see that stand out?

What do you think about the things you see?

What do these things make you wonder about?

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I am now realizing exactly how much is on my plate for all of my preps and it is terrifying. The exams and the practical research paper actually don't seem as daunting as I would have thought, but knowing that your entire grade comes down to only those three elements must be intimidating for some students...I know I am scared for them and for myself.

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Things that stand out:

be thorough in planning the new outlines.

Do not think that we are teaching only content

DT lessons can be and will be very interesting in the year(s) to come

The things I see:

I will have to get comfortable with the new structure of the course (I'm 90% there)

I will have to really look at the structure of the exams - paper 2 is quite a different beast

Things I wonder about:

timing of the curriculum is vital

the design project needs a lot more attention from me

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So far what I have seen is the coherence in the curriculum, all parts seem to be much more intuitive in how they connect and facilitate the teaching in a more natural way.

I really like the material made for teachers I find it very supportive for teachers taking this for the first time.

I work with a very conservative colleague that has been teaching the curriculum topic by topic hardly ever doing anything project based, against my recommendation as well. This new approach will maybe put him out of his comfort zone but certainly will push him towards a more holistic teaching.

I wonder if the changes in MYP will align even better with this changes.

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I am still wrapping my head around all the different components in this DT DP syllabus. It might take time to click into place, but it's making a lot more sense than on the first day. Really appreciate all the insights, personal stories and struggles that the others keep sharing from their own experiences.

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For me the most helpful part was getting to unpack the IA assessment criteria in a simplified way, as well as understanding the structure of paper 2 assessment through the learning engagement. It gave me a clear starting point of how to move forward in planning the course outline, and to know what are the main points that needs to be focused on. And i realized how much studying i have to do :') The main challenge now is to finish up the course outline in a way that balances the hours and guides and supports the students to build thier knowledge and support the IA work.

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1. The increased emphasis on inquiry-based learning and connecting the IA process to real user needs really stood out to me.

2. I think the hands-on breakdown of the new assessment criteria and paper formats made the updates feel much more manageable and actionable.

3. It makes me wonder how I can adapt my existing units and classroom routines to better support iterative thinking and user-centered design from the very beginning.

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1. How much emphasis the IB places on user-centered design and thoughtful iteration really stands out — it's not about flashy designs, it's about solving a real need and showing the thinking behind it.

2. It makes me feel like the IA and exam aren’t just about technical skills but about showing process, intention, and reflection — which is actually kind of refreshing and aligns with how I already like to teach.

3. It makes me wonder how I can better scaffold the design cycle so my students naturally document their decisions, feedback, and improvements — not just as an afterthought, but as part of their daily workflow. It also makes me wonder about my own inadequacies as a designer and which gaps in my ignorance I need to fill prior to delivering instruction.

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1. I appreciate how the various elements in both teaching and assessment criteria are fitting into each other, and are explained throughly. I will have to read it several time more to be more comfortable with it.

2. The scope of the syllabus seems like a lot, and it will constantly keep the teachers on their toes to keep up with/ accommodate the students' ideas with that of available resources.

3. I will need to look a lot more into the testing and assessment, and read up on EE, IAs and EAs.

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The session gave us a clear understanding of the possibilities to plan our curriculum outlines.

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Take it slow, stay in touch with other DT teachers, and try not to plan the entire 2 year course in one sitting!

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Even though teaching approaches should be flexible to suit the needs of a specific project, I think starting off with an Approach like Approach 2, as a first time teacher would be a really helpful way to familiarise oneself with the flow of this curriculum, and adapt it going forward.

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1. I’ll stay open by regularly trying new strategies, collaborating with other DT teachers, and letting student feedback guide how I shape learning experiences.

2. I can prepare by staying current with updates from IB, building flexible unit plans, and focusing on developing transferable skills in both my students and myself.

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As I have not taught the older curriculum i am nothing but open minded about this new one. I have refused to teach the previous one as I found it tedious and I fell very different about this one.

Excited even on how as a HoD I can make changes in the MYP to have much more coherence.

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I have nothing but an open mind when it comes to teaching and learning but it would be nice to have something more concrete as a first year teacher with no background with product design. The good thing about having an open mind is that someone can just tell me, "hey, this is a good scope and sequence" and I can say, "alright, bet".

This is not as applicable to me as to others. Everything that is considered change to others is just the way for me. In a couple of years when change comes along, I should be able to adapt my pedagogy because if I am still teaching the IB, I will have the experience and knowhow to adapt.

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Share breakthroughs and Key learnings

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I think as a DT teacher, I feel quite isolated as I'm the only one who teaches this subject, and all other departments seem to have multiple DP teachers in each subject.

Lots to think about, but I have in the past 2 and a half days shaken off the fear of the new syllabus and I think I'm ready to actually start teaching it in just over 7-8 weeks. Thanks to all the other colleagues - you were not afraid to share your fears and worries. Let's all keep in touch so that we are no longer isolated!!!!

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I really enjoyed learning from my colleagues. It was a valuable way to explore the new curriculum through shared insights and real examples from different schools. The updated guide feels much more practical, and the emphasis on design thinking makes the course more relevant to the world students are entering. I’m especially excited about the new IA structure. It feels more engaging and meaningful for learners.

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I do not feel ready but better prepared to take on the challenge my school is pushing me for. Definitely I'm glad to have to do this with this new Syllabus rather than the old one, what a potential nightmare that was,.

I do not feel ready yet for HL D&T but I might get time to prepare for it.

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I was initially quite intimidated by the wide scope of this syllabus, since the school I will be joining doesn't have a DT program yet, and I have no previous reference for this.

But all the insights and references, shared by all the other teachers was really helpful. And all the discussions, struggles and the knowledge bank will really help me take this forward.

Thank you for this great learning experience!