TES Connect 2026 Summer

Creative Learning

can be manipulated, and how thoughtful choices can elevate a design. Students have engaged deeply with the making process, building both skill and under standing, confidently able to select and use the right tools and materials for the task at hand. A defining feature of Design has been its strong con nection to community and industry. Students have en gaged with real users, real clients, and real contexts, designing solutions that go beyond the classroom. They have collaborated with younger students, con tributed to community initiatives, and gained insight from professionals working in design-related fields. These authentic experiences have given students a deeper understanding of the design process and the responsibility that comes with creating for others. They have learned to listen, to empathise, and to design with purpose.

their ideas, and refine their solutions through testing and feedback. Reflection has been an ongoing process, helping students to evaluate both their final products and the journey taken to create them. Importantly, stu dents have learned how to transfer skills and knowl edge from one project to the next, building confidence and independence as they progress through the pro gramme.

Alongside these creative and technical experiences, students have developed a powerful set of transfera ble Approaches to Learning (ATL) skills that extend far beyond the Design classroom. Working on extended projects has required students to plan effectively, man age their time, and set meaningful goals. They have learned to break complex challenges into manageable steps, make informed decisions, and adapt their plans as new ideas or obstacles arise. Research has played a crucial role, with students investigating user needs, ex isting products, and relevant contexts to ensure their designs are both informed and purposeful. Critical thinking and problem-solving sit at the heart of every project. Students have been encouraged to question assumptions, evaluate the effectiveness of

At the heart of every project has been real-life prob lem-solving. Students have not simply been asked to “make something,” but to identify needs, explore chal lenges, and develop thoughtful, meaningful solutions. This process has been guided by the MYP Design Cycle, which encourages students to build empathy, define clear goals, generate and refine ideas, and reflect crit ically on their outcomes. It is a process that mirrors real-world design practice and fosters resilience, ad aptability, and independent thinking. Looking ahead, the continued growth of the Design department brings exciting opportunities. With the introduction of the final year of the MYP Design pro gramme, students will take on their most independent challenge yet: identifying their own design problem and determining how best to solve it. Drawing on the full range of skills, knowledge, and experiences they have developed over the years, students will have the freedom to pursue projects that are personally mean ingful and socially relevant. Design is more than a subject; it is an experience that nurtures creativity, connects learning to the real world, and prepares students to think differently about the challenges they encounter. As the programme contin ues to grow, so too do the students’ confidence, capa bility, and creativity.

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