Our Mission statement is, “A Technology Department delivering a world class Technology

Why Choose Design and Technology?

D&T Why Choose Technology




At Trinity Catholic College all students study Design and Technology as part of the Key Stage 3 Curriculum. They are taught in mixed ability groups on a carousel system which allows them to experience the full range of disciplines of Design and Technology through a range of design and make projects and focussed practical tasks.

In Year 9 In Year 9 students have the opportunity to choose up to two Technology subjects to study from Hospitality and Catering, Textiles, Product Design and Engineering. This will enable the students to get a feel for the subject in preparation for GCSE/ BTEC’s at KS4. Each subject will cover core skills and knowledge which the students will require to use and develop further at KS4.


Year 7


  • Product Design – Baseline Test, Torch Keyring & Pencil Holder
    The Baseline Test, Torch Keyring and Pencil Holder are projects designed to students develop their practical skills. Core skills include; measuring/marking out and use of hand and machine tools.
  • Textiles – Cushion
    The Cushion is a project designed to help students develop their practical skills in textiles. Core skills include: Measuring, following a pattern and using the sewing machine.


Year 8


  • Product Design – Designer inspired Clock
    The Designer Inspired Clock Project is designed to help students develop an understanding how a design movement can influence products. Core skills include; Computer Aided Design skills and development of ideas.


  • Food – Outdoor Pursuits Centre
    This project is designed to help students develop their practical skills and extend their
    subject knowledge. Core skills include; safety, hygiene, food preparation, cooking and safe handling of equipment.



At the end of each topic students will be assessed on their practical skills, written communication and homework. They will be assessed on their progress throughout the project which will be communicated via a feedback sheet which will be shared with student and parent. Additionally students will take part in an end of topic test, which will allow for each student to be formally assessed.


During a topic students will be issued with between three and four pieces of homework on a fortnightly basis. These will relate to the topic and help develop understanding of the topic whilst challenging and engaging students. Additionally as a department we often issue cross curricular homeworks that link with Maths and English.


Year 9

  • Product Design – Building my skills
    Product Design will allow students to develop their own personal projects using a wide range of materials, techniques and using Computer Aided Design to produce quality outcomes. Students coursework portfolio and products will demonstrate their designing, making and evaluation skills using creativity, flair and imagination. Projects include; Designer Inspired Clock, Children’s USB stick, Photographic Frame and a Phone Speaker.
  • Engineering – Building my skills
    In many cases this will be the student’s first experience of Engineering. With this in mind the curriculum will focus on the basic aspects of Engineering including Health and Safety, hand tools and equipment and secondary machining techniques.  Projects include; Bottle Opener Toast rack, metal man phone holder, sweetie dispenser and Depth Gauge.
  • Textiles – Building my skills
    Students develop their skills over the year, using a wide range of techniques and materials, allowing students to build on prior knowledge from year 7&8.  Projects include; Pop Art Pencil case, Recycled Bag, Bear, Patchwork cushion and Soft Toy.
  • Hospitality and Catering – Building my skills
    The Year 9 curriculum is designed to help students develop their practical skills and extend their subject knowledge. Core skills include: health and safety, hygiene, food preparation, cooking and safe handling of equipment. Recipes include; Cheesecake, Chilli con carne, Lemon drizzle cake, Chicken Parmesan, Apple pie, Quiche, Sausage rolls, Chow mein, Spaghetti bolognaise.




Throughout the year students will be assessed on their practical skills, written communication, presentation and homework. They will be assessed on their progress throughout each project.


Throughout the year students will be assessed on their practical skills, written communication, presentation and homework. They will be assessed on their progress throughout each project.



Extra Curricular

Textiles Club – Students can take part in a four week after school club and are given the opportunity to make a soft toy which they can take home.

During the four weeks students develop their practical sewing skills and following a pattern.

This is an excellent opportunity for students to develop their talents in textiles whilst making a product that they can take home.






In general terms, assessment for single award subjects is a combination of a major project, design folder and an exam.  BTEC’s require a combination of passing several units to gain the whole qualification.

For further information, parents are encouraged to visit the following websites:



Product design


Textiles Art technology


Engineering (Technical Award)

IMG_0747BTEC Technical Award in Engineering is a two year course that is made up of 3 component modules which are assessed with 70% coursework and 30% examination. Over the two years students will gain an insight into Engineering through the completion of 3 key units. Students will be required to manage their time and meet coursework deadlines set throughout the year.



  • Component 1 – Exploring Engineering Sectors and Design Applications
    Students will explore the different sectors, products and interconnections within the industry. They will investigate what various engineering organisations and functions do, in addition to potential career paths and discover the engineering design and manufacture processes.
  • Component 2– Investigating an Engineered Product
    This unit involves the investigation of a manufactured product to learn what
    considerations a designer would keep in mind when writing a technical specification.
  • Component 3– Responding to an Engineering Brief
    Students will build on what they’ve learned in Components 1 and 2  to identify the problem, develop a hypothesis and investigate possible solutions. This will enable them to create a prototype that meets the brief and record, analyse and evaluate data and outcomes, and reflect on how the product meets the brief.



Students will have regular and continuous coursework/assessment deadlines running
throughout the year by which they will be required to submit assignments for both Components 2 and 3. Component 1 will be assessed through an externally assessed examination.

Key Attributes

BTEC Technical Award in Engineering has been designed to give students an insight into the world of Engineering. The course doesn’t focus on one particular aspect of Engineering but is designed to give students a broad understanding of Engineering and allow them the opportunity to develop a range of personal skills and techniques.


Over the two years students will be given regular homework which will be used to support
and underpin their ongoing coursework assignments but also form the basis of their revision for the Component 1 examination. Students will be required to research and investigate all
aspects of Engineering and incorporate their findings into their coursework assignments.

Extra Curricular

Students will be given the opportunity to attend after school and lunchtime classes to
gain further support and guidance as well as catch up on any work missed. Educational
visits are organised where possible and in the past have included; Caterpillar, ConocoPhilips, Sunderland & Teesside Universities and Nissan.

Level 1/2 Vocational Award in Hospitality and Catering

HealthyOur Level 1/2 Vocational Award in Hospitality and Catering is most suitable as a foundation for further study, providing learners with a core depth of knowledge and a range of specialist and general skills that will support their progression to further learning and employment.


  • Unit  1: The Hospitality and Catering Industry  Learners apply their learning by considering all aspects of the vocational sector. They should acquire knowledge of all aspects of the industry and be able to propose new hospitality and catering provision for specific locations. Learners will be able to use their learning of different types of establishment and job roles to determine the best option. They will then apply their learning in relation to front of house and kitchen operations to determine how the proposed hospitality and catering provision will operate efficiently legally and financially viable whilst meeting the needs of their potential market. This unit provides a broad introduction to the vocational sector in a way that is purposeful and develops a range of transferable skills.
  • Unit 2: Hospitality and Catering in Action  Learners apply their learning to safely prepare, cook and present nutritional dishes. They will draw on their learning of different types of provision and kitchen and front of house operations in Unit 1, as well as personal safety in their preparations. The content is relevant not only to employees within food production, but also those with a responsibility for food safety in the industry, nutritionists and managers and owners. This extends the learners appreciation of the whole vocational area beyond the kitchen environment..



Written exam

  • 40% – Unit 1


  • 60% – Unit 2


Key Attributes

The course has been developed to cover 12 essential food skill sets from general practical and knife skills to more specific skills including tenderising and marinating and setting and rising agents. These skills will be developed and assessed through the use of practical activities.


Over the two years students will be given regular homework which will be used to support and underpin their ongoing coursework. Students will be required to record skills learnt and developed after every practical session to help show progression of skills. The skills diary will form part of their 50% coursework tasks.

Extra Curricular Activities & Educational Visits

Students will be given the opportunity to cater for charity events such as Lourdes, CAFOD Hunger lunch and feeding the homeless.

In order to offer students the chance to see the impact of food in the outside world there are several trips organised over the two year course. In previous years these have included trips to London where students have attended a range of multicultural food markets and restaurants.

Textile Design – Art and Design (GCSE)

IMG_0877Areas of Study

Textile design is defined as the creation of designs and products for woven, knitted, stitched, printed or decorative textiles that might have a functional or non-functional purpose.

In Component 1 and Component 2 students are required to work in one or more area(s) of textile design, such as those listed below:

  • art textiles
  • fashion design and illustration
  • costume design
  • constructed textiles
  • printed and dyed textiles
  • surface pattern
  • stitched and/or embellished textiles
  • soft furnishings and/or textiles for interiors
  • digital textiles
  • installed textiles.

They may explore overlapping areas and combinations of areas.

Students must develop and apply the knowledge, understanding and skills specified in the Subject content to realise personal intentions relevant to textile design and their selected area(s) of study.

The following aspects of knowledge, understanding and skills are defined in further detail to ensure students’ work is clearly focused and relevant to textile design.


Throughout the year students will be assessed on their practical skills, written communication, presentation and homework. They will be assessed on their progress throughout the project which will be communicated via verbal feedback and written feedback shared alongside students work.


Over the year students will be issued homework on three week basis. Each homework will relate to the topic and help develop students understanding of the topic whilst challenging and engaging students. Over the course of the year students may need to source their own materials as part of their homework. Homework will also link with the Exam as we endeavour to prepare them for the end of Year 11.

Extra Curricular Activities and Educational Visits

In order to offer students the chance to see textiles in the outside world there are several trips organised over the two year course. In previous years these have included trips to London, Bowes museum and local universities. We find educational visits give students a unique insight into the outside world, which greatly helps them with their Textiles Technology coursework.


Technology News

Y5 Primary Link with St Bernadettes

TRACC – Trinity Racing and Cycling Club

Y12 & Y13 Engineering STEM Event – Sunderland University

IMG_2939A group of our Year 12 & 13 Engineering students attended a STEM event held at Sunderland University.

The event gave students the opportunity to discover a range of career opportunities and University courses available to STEM subject students outside of the norm.  Some of these included opportunities in Healthcare Science and the Formula Motorsport Industry and the day concluded with a fantastic lecture named John Kilcoyne’s ‘Whiz Bang!’ show.


Year 13 Engineering Visit to IPB

On our trip, we went to a company called IPB. IPB specializes in pipe lines, destructive and non-destructive testing. The reason we visited IPB was to learn more about metals and how its structure changes due to the test that was carried out on the metals. Not only to learn about the structure change in metals but to also learn how to carry out destructive and non-destructive tests. To understand the importance of testing metals and why it is crucial to test metals before using it for any work.   –   Helen Mehari Y13 Engineering

Year 7 Creative Cushions!

Yr 7 TextilesThe Year 7 pupils have shone in their recent Textiles project. Pupils developed new skills and produced some original and creative cushion covers.

All pupils worked independently and use the sewing machine throughout the making.

Emoji icons, Xbox and cupcakes were colourful and imaginative.

Well done 7H!!!


St Augustine’s Mexican Event

Mexican EventDue to the success of last year’s Mexican food day in Technology, the pupils from St Augustine returned to cook and sample the delights of Mexican culture.

Parents from the Year 6 class attended to sample the range of food on offer. Pupils made chili, burritos, chili chocolate cookies, chili chocolate milk and Mexican bean soup. This was an opportunity for pupils to develop their culinary skills whilst working as part of a team to host an event.



YSL ThumbnailYear 11 Textiles Visit YSL Exhibition, Bowes Museum

A group of twenty Y11 GCSE Textiles pupils visited Bowes Museum to see the works of Yves Saint Laurent. As part of the visit pupils had access to the exhibition, and took part in two workshops that were run by the museum.

The day allowed pupils to develop their skills and take part in a sewing bee-like challenge. Pupils were able to bring a range of work they had produced back to school as part of their coursework development.

Click here to see photographs of the visit.


CAUSE Hamper Appeal

In December a group of students prepared a hot lunch for staff in aid of this year’s  CAUSE Hamper Campaign.  The cost of the meal was £3.00 and staff were able to order and collect their lunch of choice, which included the following:


Thai Curry and Rice
Corned Beef Pie, Peas and Gravy
Sausage Casserole and Mash
Cottage Pie and Peas


Cup Cake


Mr. R. Spence – Curriculum Team Leader

Mrs V Jones – Assistant Curriculum Team Leader

Mr. S. McNicholas – Subject Teacher

Mrs. D. Powner – Subject Teacher

Mr. N. Smith – Subject Teacher

Mrs. T. Cocker – Technician

Mr. A Hughes – Technician