A · Inquiring and analysing
Show who needs the solution, what you researched, what existing examples taught you, and how the findings guide the project.
Grade 9 · Current project
Portfolio design
Develop one improved Project Detail page within your existing HTML portfolio. Your earlier work is part of this project.
Summative: 8–19 OctoberA / 8 · B / 8 · Final submission 19 October at 20:00 China time
Start with what you have
Bring your two completed worksheets and current portfolio. Use your existing worksheet evidence to explain the page you built. Brief additions are enough when the evidence is already clear.
Reuse Research your portfolio audience (Worksheet 1) and Plan your project page (Worksheet 2). Keep adequate answers, research, sketches and original dates. Add only missing evidence or brief notes explaining real changes. No separate research report or three new whole-site designs are required.
Finish your Project Detail page
Build one improved Project Detail page using the design you chose in Worksheet 2. Keep your existing portfolio and navigation. Show one real project clearly; you do not need a new whole website.
Six features to check on your page
- Make the project clear. Give the page a project title. Explain the aim, what you made, the outcome and your own role. A few specific sentences are enough; avoid generic claims.
- Show real process evidence. Include at least one original process image or screenshot from your work, with a caption explaining what it shows and one decision or improvement. Add useful alternative text. Do not invent process evidence.
- Make the journey work. A visitor must be able to follow Home → Projects → Project Detail → Return to Projects. Reuse your existing pages or use clearly labelled sections and anchor links in one HTML file. Test every link; three new pages are not required.
- Include one useful interaction. Reuse or add one interaction that helps the viewer, such as a Show process details control. Make its label and open/closed states clear and check that it works. HTML details/summary is acceptable; custom JavaScript is optional.
- Make it usable on a narrow screen. Use your Worksheet 2 mobile plan. Text, images, navigation and the interaction must fit a phone-width screen without sideways page scrolling. Keep the desktop layout readable too.
- Check basic accessibility. Use a clear heading order, readable text contrast, meaningful link/button labels and alternative text for informative images. Tab through the controls: the focused control must be visible and usable without a mouse.
The assigned Toddle rubric remains MYP Design Year 5 Objectives: Criterion A and Criterion B, each out of 8. The working page shows your design decisions; Criterion C (Creating the solution) is not being added. The existing A/B band descriptions remain unchanged.
Before upload, unzip your submission into a new folder and open the start file. Check links, images, the interaction, keyboard access and a narrow screen. Fix missing files. Keep the earlier version; no new essay or separate test report is required.
This project
From your current work to the assessment
Your current task is the Portfolio design assessment. Reuse these two worksheets as supporting evidence for your final webpage.
- 1Open →
Research your portfolio audience
Supporting evidence: reuse this completed worksheet; add only missing evidence or brief updates.
- 2Open →
Plan your project page
Supporting evidence: reuse this completed worksheet; add only missing evidence or brief updates.
- 3Open →
Portfolio design assessment
8–19 October · Three class meetings · Final submission 19 October at 20:00 China time.
Class plan and homework
These are the planned teaching dates. The final summative cutoff is 19 October at 20:00 China time. This plan is shown on the website; use the matching Toddle assignments to submit.
| When | In class or at home | Bring or finish |
|---|---|---|
| Holiday preparation | Finish your current lesson. Spend about 30 minutes gathering missing research for the A worksheet. | Bring the draft A worksheet, sources and current project to your first lesson back. |
| 5 Oct 2026 09:30–10:25 | Check the research and brief, then develop the B design task. | Finish the two focused preparation worksheets by 7 October. Use existing work and fill gaps. |
| 7 Oct 2026 08:30–09:25 | Compare design ideas, explain the choice and improve the labelled plan. | Finish the two focused preparation worksheets by 7 October. Use existing work and fill gaps. |
| 12 Oct 2026 09:30–10:25 | Reuse the plan and start building Open the two worksheets and your current portfolio. Choose the existing Project Detail design, check the six page features and build on the files you already have. | Finish that block between lessons. Keep your A/B evidence and project files together. |
| 14 Oct 2026 08:30–09:25 | Make the page work for its viewer Complete the content, real process evidence, navigation and useful interaction. Use the existing mobile plan; add only essential missing labels to the worksheets. | Finish that block between lessons. Keep your A/B evidence and project files together. |
| 19 Oct 2026 09:30–10:25 | Check the page and prepare submission Before upload, unzip your submission into a new folder and open the start file. Check links, images, the interaction, keyboard access and a narrow screen. Fix missing files. Keep the earlier version; no new essay or separate test report is required. | Finish that block between lessons. Keep your A/B evidence and project files together. |
| 19 October · 20:00 China time | Final submission cutoff for this class. | Final webpage files and the two existing worksheets with brief updates, source credits and AI prompts if used. |
What the two scores mean
B · Developing ideas
Show the requirements, possible solutions, reasons for the chosen design, and labelled plans another person can understand.
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.
Read both summative rubrics →