A.i · The user and the need
Explain the problem for Grade 6 classmates who do not know you well. Use your real user evidence to show why an A4 personal identity poster is needed.
Grade 6 · Personal identity poster
Personal identity poster assessment
Bring your research and design decisions together for an A4 personal identity poster. Build on the work you have already completed.
For this lesson
Summative · 8–19 October
Bring the research and design together
Start with your three layout thumbnails, chosen layout and editable poster draft and the two preparation worksheets. Keep useful evidence, improve weak sections and collect anything missing. This is one continuing project, not a fresh project or a demand to rewrite everything.
Final submission: 19 October at 20:00 China time. Your current project is the starting point.
Your three class meetings
- 01
Organise and strengthen A
Audit the A evidence against all four strands. Fill the most important research gaps and write the final brief.
- 02
Develop and justify B
Refine the requirements and alternatives. Explain your choice with evidence, not just preference.
- 03
Communicate the final plan
Complete the drawings, diagrams and resources list. Check that the folder and the submitted project version agree.
Between meetings, finish the part you started and keep your evidence organised. If your last meeting is before 19 October, use the remaining time for your final check and upload.
What the folder needs
Use clear explanations and simple labelled drawings. A short, specific answer is better than a long general one.
A
Inquiring and analysing
Maximum 8 points
A.ii · Research decisions
Show your prioritised questions, sources and methods. Explain why you used them and identify what remains uncertain. Keep original dates when reusing earlier work.
A.iii · Existing examples
Use your comparison of three student profile or personal identity posters. For each poster, identify the first thing you notice, one useful choice in image, type or layout, and one weakness. Describe one example in particular detail.
A.iv · Findings and design direction
Bring your findings together into a brief that guides the project. Explain which choices could help a classmate understand your identity words. Do not copy someone else’s identity or artwork.
B
Developing ideas
Maximum 8 points
B.i · Success requirements
Present 4 clear requirements, linked to research and a way to check each. Explain the priorities.
B.ii · Possible solutions
Draw three genuinely different arrangements of your existing poster content. Change the position and size of the main image, headline and identity words; changing colours alone is not a new idea. Reuse genuine earlier alternatives, then add detail or fill gaps.
B.iii · Chosen design
Show your choice, compare it with the alternatives, and explain how it meets the requirements. Identify a trade-off and explain any refinement.
B.iv · Planning drawings
Make a labelled A4 layout showing the position and approximate size of the headline, three identity words, images and supporting text. Label the colours and fonts. Mark the first, second and third things a viewer should notice. List the files, tools and materials needed.
Keep the scope manageable
Keep the A4 poster format. Use truthful personal content and images you made or have permission to use. No printing purchase is required.
The working product or prototype supports your explanations. Technical polish and the amount of new equipment are not separate A/B marks. Assessment is based on the quality of the research and design decisions.
Grading rubrics
Your teacher awards one best-fit level from 0 to 8 for A and another for B. The strands guide the judgement; they are not four separate two-point summative marks. Worksheet totals are not averaged to calculate these levels. The rubrics are task-specific clarifications of the school’s MYP assessment approach, not a replacement for the applicable IB criteria.
Criterion A · / 8
| Level | What the evidence shows |
|---|---|
| 0 | The submitted evidence does not yet demonstrate the achievement described in the 1–2 band. |
| 1–2 | The work names a possible need for an A4 personal identity poster and records a small amount of research. The audience, research decisions and useful findings are still difficult to identify. |
| 3–4 | The need and audience are outlined. Some research questions or sources are identified with guidance. An existing example is described and some findings are recorded, but the connection to a useful project direction is incomplete. |
| 5–6 | The user need is explained. Research priorities and methods are mostly clear. The discussion of existing examples identifies useful features and their effects. Findings support a coherent direction for personal identity poster, although some evidence links or reasoning need more detail. |
| 7–8 | The poster need is explained with a clear reason linked to classmates. Research questions are prioritised with little prompting. The main features of an inspiring poster are described carefully. Relevant findings are brought together to show what the identity poster should communicate. |
Criterion B · / 8
| Level | What the evidence shows |
|---|---|
| 0 | The submitted evidence does not yet demonstrate the achievement described in the 1–2 band. |
| 1–2 | A few basic requirements and one understandable idea are present. Planning drawings contain limited information, so the intended solution is difficult for another person to interpret. |
| 3–4 | Some relevant requirements and possible ideas are shown. The chosen direction is identified with a simple reason. Drawings show part of the solution, but important labels, relationships or practical requirements are missing. |
| 5–6 | Requirements fit the user need. Different feasible ideas for personal identity poster are understandable. Reasons for the chosen design refer to requirements. Drawings and a resource list communicate the solution, with some details or justification still needing clarification. |
| 7–8 | Success rules match the poster’s purpose. Different labelled layouts are easy to understand. The chosen design’s main features are explained. The final drawing labels the important visual details so another student can interpret the plan. |
Submit by 19 October at 20:00 China time
Submit one organised design folder with clearly labelled A and B sections, source references and an AI-use record. Attach the editable poster file and an exported PDF or image. Put everything in the specific summative assignment in Toddle.
Keep the A and B sections easy to find. Check that your screenshots, diagrams and submitted project files show the same version. Your own decisions must be clear, including when AI helped.
Open Toddle →Related assignments
- Personal identity poster assessment
Summative: 8–19 October. Submit the A/B design folder and project files by 19 October at 20:00 China time. A and B are assessed separately, each out of 8.
Assignment on the calendar →
Submit in Toddle. The assignment instructions above specify what to hand in.