IB Design Technology counts as a Science subject within the IB Diploma Programme and can be studied at Standard Level (SL) or Higher Level (HL).

Both levels develop students’ understanding of design theory and their ability to create and refine products through analysis, modelling, iteration, and evaluation. Students gain knowledge of materials, manufacturing processes, and techniques to communicate ideas effectively in 2D, 3D, and through physical prototyping.

At Higher Level (HL), the course extends this foundation to prepare students for engineering and design-related university pathways, with additional modules covering structures, materials testing, electronics, and mechanical systems.

Standard Level (SL) Course Content:

Students at SL study the core concepts of design across three main themes:

Design in theory: Ergonomics, user-centred research, and prototyping techniques.

Design in practice: The design process, modelling, prototyping, and material selection.

Design in context: Responsibility of the designer, inclusive design, and sustainability — including circular economy principles and evaluating product performance.

 

Higher Level (HL) Course Content.

HL students study all SL content plus additional, more technical and analytical modules, which extend their depth of understanding. These include:

Advanced product systems: Introduction to structural, mechanical, and electronic systems, with their application and selection.

Manufacturing and production systems: Study of manufacturing techniques, production systems, and strategies for design for manufacture.

Extended design context: Analysis through life-cycle assessment and a deeper exploration of usability beyond inclusivity.

Standard Level Assessment Structure:

Paper 1—20% – Core content of design in theory, Practice and design in context

Paper 2—40% – Syllabus technical content and analysis of a product or existing products.

Internal Assessment—40%  – Students analyse, evaluate, improve and redesign (including making prototypes) an existing product, producing a portfolio of their work and evidence of their practical models.

Higher  Level Assessment Structure:

Paper 1—25% – Core content of design in theory, Practice and design in context but includes HL Theory on top of SL theory.

Paper 2—45% – Syllabus technical content (plus HL modules) and analysis of a product or existing products.

Internal Assessment—30%  – Students analyse,  evaluate, improve and redesign (including making prototypes) an existing product, producing a portfolio of their work and evidence of their practical models. (The IA is the same as for SL students, but is weighted less at HL)

Requirements

Design is studied at both SL and HL and at SL assumes no previous knowledge of Design Technology. However, pupils intending to study HL must have attained at least a grade 8 for GCSE Design and Technology.

Pupils who have not studied GCSE Design and Technology may only take the subject at the HL by approval of the Head of Department.

Students with good sketching skills, hands on modelling experience, and ideally prior experience of 3D CAD will also be at an advantage, though these skills are taught as part of the course.

Potential careers

Design Technology may lead to courses in architecture, design, fashion, industrial design, interior design, materials science, transport design, advertising, marketing, and at HL a range of engineering disciplines, notably mechanical, civil & structural, and systems / electrical Engineering.

 

Contact for further information

SL Queries:

Mr S Wilson: saew@wellingtoncollege.org.uk

Mr J Carrington: JEXC@wellingtoncollege.org.uk

HL Specific:

HOD Mr R Winter: RWW@wellingtoncollege.org.uk