STRATFORDHALL.CA
STRATFORD HALL
PYP Design Program Overview
2026 -2027
PYP Design Our K–5 Design program nurtures creative confidence, curiosity, and problem-solving through hands-on, inquiry-driven experiences. Grounded in the IB PYP framework and aligned with the BC ADST curriculum, this program helps students explore how ideas grow, how things work, and how design can make a difference in the world around them. Students engage in playful exploration, prototyping, iteration, and real-world challenges that build empathy, resilience, and collaborative skills. Each unit is intentionally designed to support the development of core design competencies that spiral across grade levels, preparing students to think critically and act creatively. Our program supports the IB units of inquiry in several ways. We teach both about design and through design. As a specialist class we connect with the transdisciplinary units of inquiry by approaching the central idea through the lens of design.
Concepts Teaching through concepts helps students make deep, transferable connections across projects and grade levels. In addition to the PYP specified concepts, we focus on the following six concepts in our PYP design program.
Brainstorming and Ideation
Creative thinking begins with generating and exploring ideas. Brainstorming and ideation empower learners to take risks, think divergently, and approach problems with curiosity. By nurturing this skill early, students learn that every idea has value in the design process.
Prototyping allows students to turn abstract ideas into tangible creations. Through hands-on making, learners explore materials, iterate on concepts, and develop spatial awareness and technical fluency. This concept anchors learning in action and supports creative confidence. Prototyping and Making
Design is an ongoing process, and feedback is essential for growth. By learning to give, receive, and apply feedback, students become reflective thinkers who understand that improvement comes through revision. Iteration builds resilience and helps learners see challenges as opportunities. Feedback and Iteration
Design is rarely a solo act - effective collaboration and communication are essential. When students co-create, share ideas, and negotiate meaning, they develop empathy and teamwork skills. These social competencies are critical for navigating complex, real-world problems.
Designing solutions requires the ability to recognize patterns, diagnose problems, and adapt. Systems thinking helps students understand how parts connect and how small changes can impact the whole. Troubleshooting builds persistence and sharpens analytical reasoning.
Designing for others begins with empathy and deep understanding. By considering the needs, experiences, and feelings of end users, students learn to step outside themselves and design with purpose. Perspective taking cultivates empathy, social responsibility, and the understanding that meaningful design creates a positive impact on individuals and communities.
Collaboration and Communication
Troubleshooting and Problem Solving
User Centred Design and Perspective Taking
Kindergarten Creative Warm-ups, Improv, and Sketchbook Time
These experiences build confidence, curiosity, and creative fluency. Through playful, low-stakes activities, students become comfortable expressing ideas in many forms and begin developing the habits of flexible thinking, and creative risk-taking.
Big Idea Skills can be developed through play.
Concepts
Brainstorming and Ideating
Collaboration and communication
Kindergarten Paper Engineering: Tiny Engineers Paper Edition
Teaching paper engineering nurtures creativity, problem solving, and fine motor skills through making. As students, fold, cut and build, they explore how materials work, develop spatial awareness, and begin to think like designers. This playful introduction to engineering and prototyping builds confidence, collaboration, and imaginative thinking.
Big Idea Skills can be developed through play.
Concept
Prototyping and Making
Kindergarten Paper Making
In this unit, students explore how paper is made by experimenting with materials and methods. They test, tweak, and improve their creations based on what they notice and the feedback they get. This experimentation nurtures curiosity, perseverance, and a joyful approach to making and learning through iteration. At the end of the unit they will tell the story of making their product and decide what they can do with their creations.
Big Idea Designs grow out of natural curiosity.
Concept
Feedback and Iteration
Prototyping and Making
Kindergarten Designing Naturally Part #1
In this unit, Kindergarteners will observe the unique features of different animals and use those ideas to create their own nature-inspired creatures. Working with cardboard and child-friendly MakeDo tools, students will brainstorm, build, and test 3D models. Along the way, they’ll develop hands-on engineering skills—learning how to safely cut, connect, and refine their creations through problem-solving.
Big Idea Designs can be inspired by nature.
Concept
Brainstorming and Ideating
Prototyping and Making
Kindergarten Designing Naturally Part #2
In this unit, students explore how nature can spark ideas for designing spaces. They make and test models that bring natural elements indoors, learning to notice what works and what might need fixing. This hands-on process supports early design thinking through observation, building, and revising ideas and introduces user-centred thinking.
Big Idea Designers can be inspired by nature.
Concept
Prototyping and Making
User Centred Design and Perspective Taking
Grade 1 Improv
Students use playful tools, like paper, drawings, and improvisation, to express and develop their thinking. They learn to collaborate, communicate, and create in ways that feel joyful and hands-on. Through shared projects, they build confidence in sharing their voice and ideas.
Big Idea Skills can be developed through play.
Concept
Collaboration and communication
Grade 1 Game Play
Play is a powerful tool for learning! In this unit, Grade 1 designers will use LEGO to build essential social and communication skills. Working in pairs, students will take on team roles to tackle fun design challenges—from crafting story scenes to building playable games. Along the way, partners will practice sharing ideas, listening actively, and solving problems together, discovering that teamwork is the key to creative success.
Big Idea Skills can be developed through play.
Concept
Collaboration and Communication
Grade 1 Play in Motion: Stories on Screen
Students explore how green screen technology can help them express ideas in creative and powerful ways. As they plan, create, and revise together, they learn to communicate clearly, solve problems, and improve their work with feedback. The process builds confidence in using digital tools to share their creative ideas.
Big Idea Technologies are tools that extend human capabilities.
Concept
Troubleshooting & Problem Solving
Grade 1 Carboard Construction
Every great idea starts with imagination and the right tools! In this unit, Grade 1 designers will transform cardboard into 3D creations while learning to safely cut, join, and build. As they make, students will practice building resilience by learning to pivot; turning unexpected design hiccups into creative opportunities. Finally, students will share their work with peers, explaining the choices, tools, and beautiful mistakes behind their final designs.
Big Idea Designs grow out of natural curiosities.
Concept
Troubleshooting & Problem Solving
Grade 1 Design Discoveries: Try, Test & Tinker
In this unit, students discover how testing and improving designs can lead to better results. By checking, adjusting, and trying new approaches, they learn that discovery is part of the design process. These experiences build persistence, curiosity, and confidence in problem solving.
Big Idea Designs grow out of natural curiosities.
Concept
Troubleshooting & Problem Solving
Grade 1 Designing for a Client
In this unit, students design for others by listening to their needs and imagining ways to help. Through playful projects like creating a cracker, a backscratcher, or making playdough for a friend, they learn how to turn empathy into action. Making, testing, and improving their ideas builds confidence and introduces user-centred thinking early on.
Big Idea Understanding our clients’ needs makes us better designers.
Concepts
Feedback and Iteration
User Centred Design and Perspective Taking
Grade 2 Creative Habits
Big Idea Creative habits build our creative capacity.
Creativity isn't just a talent, it's a muscle we build through daily practice. In this unit, young designers will explore essential creative behaviours like prototyping, making, troubleshooting, doodling, and gathering inspiration. To track their growth, students will take on the challenge of designing habit trackers, creating physical cards to monitor their personal creative routines. By Identifying skills being practiced through making, students reflect on how consistent effort, curiosity, and experimentation impact their creative capacity.
Concepts
Brainstorming and Ideation
Prototyping and Making
Troubleshooting and Problem Solving
Grade 2 Carboard Creations
Big Idea Creative ideas grow through collaboration and flexible thinking.
In this unit students use quickthinking strategies and improvisation to spark ideas and work collaboratively on a largescale cardboard creation. They learn how to move from many ideas to shared decisions using playful “hacks” that keep the process fun and focused. Through building together, they develop their flexible thinking, communication, and collaboration skills.
Concepts
Brainstorming and Ideating
Collaboration and Communication
Grade 2 Design Obstacle Course
Big Idea Skills can be developed through play.
In this unit students design and build parts of an obstacle course using playful materials and creative thinking. They work in teams to prototype, test, and improve their ideas while solving real design problems. This playful approach builds confidence in collaboration and strengthens design thinking through iteration.
Concepts
Prototyping and Making
Troubleshooting and Problem Solving
Grade 2 Digital Designers
Big Idea Technologies are tools that extend human capabilities.
In this unit students become young designers by creating personalized items like mugs, shirts, or bags for themselves and clients. They use digital tools to explore their ideas, test designs, and improve them based on feedback. This process helps them see how technology can support creativity and communication through thoughtful design.
Concepts
Brainstorming and Ideating
Prototyping and Making
Feedback and Iteration
Grade 2 Cooking Up Kindness
Big Idea Collaboration impacts the design process.
In this unit students work together to design recipes and simple dishes with a specific person or group in mind. As they share ideas, make decisions, and listen to feedback, they practice communicating clearly and designing with others’ needs at the center. This hands-on process builds empathy, teamwork, and confidence in creating something thoughtful and delicious for someone else.
Concepts
Collaboration and Communication
User Centred Design and Perspective Taking
Grade 3 The Maker In Me
In this unit, students explore personal interests through passion projects, using making as a way to build new skills. They learn to troubleshoot problems, receive feedback, and improve their ideas through iteration. The process empowers learners to take ownership of their creativity and grow as independent problem solvers.
Big Idea Passion projects help us develop specific skills.
Concepts
Brainstorming and Ideating
Collaboration and communication
Grade 3 Bio-Design
Nature is a powerful source of inspiration! In this hands-on unit, Grade 3s step into the shoes of bio-engineers to explore how local plants and animals solve everyday problems. Connected to their ecosystems unit, students will research unique wildlife traits and practice biomimicry— using cardboard, clay, and recycled materials to build tools inspired by nature. Through this process, students discover how observing nature helps us invent smart solutions and protect our shared environment.
Big Idea
s s e r g o r P
Designs grow out of natural curiosity.
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Concepts
Brainstorming and Ideating
User Centred Design and Perspective Taking
Grade 4 Design Collective: Learn, Share, Teach
Welcome to the Grade 4 animation studio! In this unit, students launch a Design Collective to explore frame-byframe movement, digital tools, and visual storytelling. Rather than working in isolation, young animators look to eachother to troubleshoot tech glitches, share software tips, and give creative feedback. By designing for a real audience, students refine their timing and pacing while discovering the value of learning, sharing, and teaching together.
Big Idea Designs can be improved through prototyping and testing.
Concepts
Brainstorming and Ideating
Collaboration and communication
Grade 4 Title:
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Big Idea
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s s e r g o r P
Technologies are tools that extend human capabilities.
Concepts
Brainstorming and Ideating
Collaboration and communication
Grade 4 Cooking For Change
In this unit students develop culinary skills through hands-on experience and teamwork. As they plan and cook together, they learn to communicate clearly, collaborate effectively, and grow through practice. The kitchen becomes a space for learning, problem-solving, and confidence building.
Big Idea Skills are developed through practice, effort, and action.
Concepts
Brainstorming and Ideating
Collaboration and communication
Grade 5 Linkages and Mechanisms
In this unit, students explore kinetic art and mechanical design by investigating how linkages convert and translate motion. Learners apply brainstorming and ideation to explore divergent ways mechanisms can move, transform, and interact relative to one another. Through hands-on making and prototyping students will bring their sketches to life.
Big Idea Designs can be improved with prototyping and testing.
Concepts
Brainstorming and Ideating
Prototyping and Making
Grade 5 Hummingbird and Cardboard Creations
Building on physical mechanisms, students integrate Hummingbird microcontrollers, sensors, and motors to automate their designs. Students work through hardware and coding challenges when things don't work on the first try. Students test their robotic projects, refine their code, and adjust moving parts based on testing and peer input.
Big Idea Skills are developed through practice, effort and action
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s s e r g o r P Concepts Troubleshooting and Problem Solving
Feedback and Iteration
Grade 5 More Than What It Appears
In this unit, students explore how ordinary objects can be reimagined through creative animation. In addition to learning the basics of animation, they learn to brainstorm, prototype, and revise their ideas using feedback, while building their skills in storytelling and visual design. This process nurtures divergent thinking, communication, and iterative problem-solving.
Big Idea Designs can be improved with prototyping and testing.
n g i s e D
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s s e r g o r P Concepts Brainstorming and Ideating
Feedback and Iteration
Grade 5 PYP Exhibition
In this culminating unit, students select the most effective tools and technologies to support their inquiry and communicate with purpose. They work collaboratively and design for real audiences, using feedback and perspectivetaking to guide their decisions. This empowers them to create meaningful change and share their learning with clarity and impact.
Big Idea The choice of technology and tools depends on the task.
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s s e r g o r P Concepts Collaboration and communication
User Centred Design and Perspective Taking
Brainstorming and Ideation Prototyping allows students to turn abstract ideas into tangible creations. Through hands-on making, learners explore materials, iterate on concepts, and develop spatial awareness and technical fluency. This concept anchors learning in action and supports creative confidence.
Grades K-2 Focuses on expressing and generating ideas in multiple forms (verbal, visual, imaginative). Focus on playful idea generation, building on others’ ideas, deferring judgment, and using imagination.
Grade 3 Introduces combining ideas and considering user needs.
Grade 4 Adds refinement through feedback and divergent thinking for problem-solving. Consistent use of multiple ideation techniques, synthesizing ideas, and linking ideation to design goals. (4+5)
Grade 5 Emphasizes originality and justifying ideas based on user needs.
Prototyping and Making Prototyping allows students to turn abstract ideas into tangible creations. Through hands-on making, learners explore materials, iterate on concepts, and develop spatial awareness and technical fluency. This concept anchors learning in action and supports creative confidence.
K-1
Focus is on safe handling, basic assembly techniques, and initial modeling. Exploration of simple building techniques and 3D models to share ideas.
Grade 2 Grade 4 Adds complex techniques, multi-step builds, and integration of user feedback.
Grade 5 Emphasizes precision builds, robotics integration, and engineering-style troubleshooting. Advanced prototyping skills, using prototypes for feedback, refining based on user needs, and integrating technology.
Introduces purposeful tool/material choice and iterative improvement. Introduction of choosing tools/materials, using trial and error, and early iteration.
Grade 3 Moves into repeated testing, refinement, and applying skills across contexts. Introduction of choosing tools/materials, using trial and error, and early iteration.
Feedback and Iteration Design is an ongoing process, and feedback is essential for growth. By learning to give, receive, and apply feedback, students become reflective thinkers who understand that improvement comes through revision. Iteration builds resilience and helps learners see challenges as opportunities.
Grades K-2 Early focus is on receiving and applying feedback in simple ways.
Grade 3 Introduces self-assessment (“notice what could be better”) and iteration. Applying feedback to make changes, using self-assessment.
Grade 4 Adds targeted testing and changemaking based on results. Applying feedback to make changes, using self-assessment.
Grade 5 Expands to both giving and receiving feedback, using a formal framework, and reflecting on process. Giving and receiving feedback, explaining changes made based on testing
Collaboration and Communication Design is rarely a solo act— effective collaboration and communication are essential. When students co-create, share ideas, and negotiate meaning, they develop empathy and teamwork skills. These social competencies are critical for navigating complex, real-world problems.
Grade 4 Develops decision-making, resolving disagreements, and more complex shared tasks. Leading group processes, managing group tasks, adapting communication style for the audience.
Grade 5 Refines into respectful collaboration, clear explanation, and using tools to communicate with audiences Leading group processes, managing group tasks, adapting communication
K-1 Individual communication (“express my thoughts” or “explain my design”). Beginning to work with others, sharing materials, and building on ideas.
Grade 2 Moves into team-based collaboration and idea sharing. Group decision-making, sharing ideas with peers, working toward common goals.
Grade 3 Adds decision-making, resolving disagreements, and more complex shared tasks. Group decision-making, sharing ideas with peers, working toward common goals.
Troubleshooting and Problem Solving Designing solutions requires the ability to recognize patterns, diagnose problems, and adapt. Systems thinking helps students understand how parts connect and how small changes can impact the whole. Troubleshooting builds persistence and sharpens analytical reasoning.
Grade 3 Adds isolating variables and seeking/ offering help. Identifying problems, exploring different solutions, and self-correcting inaccuracies.
Grade 4 Incorporates breaking problems into smaller parts and perseverance.
Grades K-1 Focuses on “trying something different” when stuck. Trying again after failure, asking for help, noticing when things aren’t working.
Grade 2 Introduces specific strategies — noticing problems, step-by-step debugging, explaining solutions. Identifying problems, exploring different solutions,
Applying troubleshooting independently, transferring solutions from one challenge to another, integrating new tools or technologies to solve problems.
Grade 5 Emphasizes reflection on causes, multiple strategies, and learning from mistakes. Applying troubleshooting independently, transferring solutions from one challenge to another, integrating new tools or technologies to solve problems.
User Centred Design Empathy is at the heart of meaningful design. When students consider the needs, preferences, and experiences of others, their creations become more thoughtful, inclusive, and purposeful. User-centred design supports perspective-taking and realworld relevance.
K-2
Focus is on identifying needs/wants and tailoring design for a person. Designing for a friend or peer, asking what they want.
Grade 3 Expands to empathy, inclusion, and designing for respect/kindness. Observing and identifying opportunities for design based on needs.
Grade 5 Adds user feedback loops, empathy in design choices, and explicit audience connection. Balancing user needs with design constraints, applying empathy in more complex contexts.
Grade 4 Generalizes to designing for problemsolving and usefulness.
Balancing user needs with design constraints, applying empathy in more complex contexts.
Contact Information For additional information or inquiries, please reach out to us.
meg.penafiel@stratfordhall.ca andrea.ryan@stratfordhall.ca www.sites.google.com/stratfordhall.ca/sh-design