Tracker for GCSE (AQA) DT Non-Exam Assessment (NEA) Practice. *Created to be used with the 'AQA GCSE DT NEA Practice Guide’ https://www.tes.com/teaching-resource/aqa-gcse-dt-nea-practice-guide-12181643 However it can be used independently. Each column is a suggested page in the NEA. As students progress through, their work can be assessed page-by-page to give a GCSE grade standard (1-9). The grade is put in the corresponding column in the tracker. This is the only input required. Features: Auto generated section percentage Auto generated section score (out of 10 for research, out of 20 for evaluation etc) Auto generated overall score Second tab: Auto generated visual progress tracker, in a bar chart showing students their overall current grade out of 100, with seperate bar sections showing where they are achieving their marks, and where they are lacking marks. This allows students to self-identify their area of focus to improve. This tracker is intended for use when conducting a NEA practice, and is not intended for use with the live NEA, when students may require a less prescriptive approach

Guide for students on how the NEA (Non Exam Assessment) research, design, manufacture and evaluation process can be approached. This covers suggestions for each stage. Now includes editable version Now also includes ultra-high resolution version of the NEA guide for high quality printing up to A0 size (841 x 1189 mm) for wall display Complete Assessment Criteria for each section of the NEA, shown in a clear pathway for each stage of the NEA. This can be used for NEA practice as well as throughout the live NEA. The assessment criteria are for the top grade banding at each stage. Included: In depth guide for each individual stage including tips and things to avoid. Pathway showing the assessment criteria (top grade band) for each stage of the research, design, manufacture and evaluation. This can be used as a student guide during practice and throughout the live NEA. This guide is intended for use with GCSE DT (AQA) students as a NEA trial run before the start of the real NEA and is not intended to prescribe a specific way of undertaking the NEA.

AQA GCSE Design and Technology (DT) - Exam Theory - Section 2.4 - Textiles This resource contains all of the key knowledge that the students are required to know for Section 2.4 - Textiles Natural Fibres Renewable Resources Biodegradable Cotton Wool Silk Synthetic Fibres Elastane Polyester Polyamide Renewable Resources Biodegradable Yarn Thread Fabric Woven Knitted The sections in these resources align with the sections in the AQA DT revision guide by CGP Books, which gives students absolute clarity when progressing through the theory required for the exam. These resources have been developed with the following goals in mind: Allows learners to work through the theory independently, promoting challenge for all learners and ability levels Disruptive students have less effect on the progress of the learners, as the resources encourage independent learning. Promotes a love of learning, as learners self-motivate. This is particularly effective when the series of resources is used in combination with a tracker designed to show learners their progress through the resources. Allows independent home learning to be set that follows on and links clearly with the classwork. Ensures that students have covered all theory required for the exam, with absolute clarity *(particularly effective when used with a tracker) Suggested strategy: This resource is one sub-section. When used as a complete section the following strategy can be adopted: Begin the lesson by discussion of key words and ideas required in this sub-section. This can be enchanced with related videos from sites such as YouTube. Encourage students to independently research each concept they come across in the activity by using the internet, CGP revision guide, knowledge organiser (Available seperately), peer discussion, teacher discussion etc. At the end of each resource there are exam-style questions to prepare students for how the knowledge may need to be applied in the exam. When the sub-section is complete, students get this checked by the teacher and marked off on your tracker (which I recommend you set up, student names down the side, sub-sections along the top). The student can then move on to the next sub-section at their own pace, or if you wish to keep the class at the same point, they can act as consultants for the other students in the class, further cementing their knowledge. These resources have been tested, developed and implemented across our academy and have had a drastic impact on student preparedness for the exam, exam results, and student engagement with the course. The resources can also be used at KS3 in preparation for the GCSE course

AQA GCSE Design and Technology (DT) - Designing and Making - Product Analysis This resource contains all of the key knowledge that the students are required to know for Designing and Making - Product Analysis Product Analysis Analysis Categories Material Impact Analysis Analysis of Processes Social Impact Fair Trade The sections in these resources align with the sections in the AQA DT revision guide by CGP Books, which gives students clarity and confidence in preparation for both the NEA and the written exam. These resources have been developed with the following goals in mind: Allows learners to work through the theory independently, promoting challenge for all learners and ability levels Disruptive students have less effect on the progress of the learners, as the resources encourage independent learning. Promotes a love of learning, as learners self-motivate. This is particularly effective when the series of resources is used in combination with the tracker (available for free) designed to show learners their progress through the resources. Allows independent home learning to be set that follows on and links clearly with the classwork. Ensures that students have covered all theory required for the exam, with absolute clarity, *(particularly effective when used with the tracker) Suggested strategy: This resource is one sub-section. When used as a complete section the following strategy can be adopted: Begin the lesson by discussion of key words and ideas required in this sub-section. This can be enhanced with related videos from sites such as YouTube. Encourage students to independently research each concept they come across in the activity by using the internet, CGP revision guide, knowledge organiser (available seperately), peer discussion, teacher discussion etc. At the end of each resource there are exam-style questions to prepare students for how the knowledge may need to be applied in the exam. When the sub-section is complete, students get this checked by the teacher and marked off on the tracker (available for free). The student can then move on to the next sub-section at their own pace, or if you wish to keep the class at the same point, they can act as consultants for the other students in the class, further cementing their knowledge. These resources have been tested, developed and implemented across our academy and have had a drastic impact on student preparedness for the exam, exam results, and student engagement with the course. The resources can also be used at KS3 in preparation for the GCSE course

AQA GCSE Design and Technology (DT) - Exam Theory - Section 5.8 - Treatments and Finishes This resource contains all of the key knowledge that the students are required to know for Section 5.8 - Treatments and Finishes Painting Varnishing Tanalising Metal Finishing Dip Coating Powder Coating Galvanising Plastic Vinyl The sections in these resources align with the sections in the AQA DT revision guide by CGP Books, which gives students absolute clarity when progressing through the theory required for the exam. These resources have been developed with the following goals in mind: Allows learners to work through the theory independently, promoting challenge for all learners and ability levels Disruptive students have less effect on the progress of the learners, as the resources encourage independent learning. Promotes a love of learning, as learners self-motivate. This is particularly effective when the series of resources is used in combination with a tracker designed to show learners their progress through the resources. Allows independent home learning to be set that follows on and links clearly with the classwork. Ensures that students have covered all theory required for the exam, with absolute clarity *(particularly effective when used with a tracker) Suggested strategy: This resource is one sub-section. When used as a complete section the following strategy can be adopted: Begin the lesson by discussion of key words and ideas required in this sub-section. This can be enchanced with related videos from sites such as YouTube. Encourage students to independently research each concept they come across in the activity by using the internet, CGP revision guide, knowledge organiser (Available seperately), peer discussion, teacher discussion etc. At the end of each resource there are exam-style questions to prepare students for how the knowledge may need to be applied in the exam. When the sub-section is complete, students get this checked by the teacher and marked off on your tracker (which I recommend you set up, student names down the side, sub-sections along the top). The student can then move on to the next sub-section at their own pace, or if you wish to keep the class at the same point, they can act as consultants for the other students in the class, further cementing their knowledge. These resources have been tested, developed and implemented across our academy and have had a drastic impact on student preparedness for the exam, exam results, and student engagement with the course. The resources can also be used at KS3 in preparation for the GCSE course

A-Level Design and Technology (Product Design) Theory Section D (All 9 sections A through to I are also available) Section D - Industry Requirements and Standards Student Workbook This workbook comprehensively covers all content from section D of the theory, required for the A-Level DT exams. D1 - Modern Industrial and Commercial Practice D2 - Digital Design and Manufacture D3 - The Requirements for Product Design and Development D4 - Health and Safety D5 - Protecting Designs and Intellectual Property The workbook can be used as a framework for teaching, as well as for student independent working. Each sub-section includes worksheets and practice questions to aid retention and understanding of how the content may be presented in the exam. Progress can be tracked using the free tracker available from ACA Resources on TES. https://www.tes.com/teaching-resource/a-level-dt-theory-tracker-12396290 The content in this workbook has been designed to meet the demands of the AQA A-level in Design and Technology/ Product Design. The content also closely meets the requirements for Eduqas/WJEC, OCR and Edexcel.

AQA GCSE Design and Technology - Knowledge Organiser for Section 1 - Key Ideas in Design and Technology Knowledge Organiser containing all of the key words needed in Section 1 - Key Ideas in Design and Technology, in preparation for the AQA GCSE Design and Technology exam. The sections in this knowledge organiser are aligned with the sections in the AQA GCSE Design and Technology revision guide by CGP Books. This knowledge organiser is particularly effective when used in combination with our other theory resources to be found in our store. Knowledge organisers are also available for all other sections (Sections 1-5). Suggestions for use: Print out the knowledge organisers as a booklet for your GCSE students. You may also consider creating a version with the descriptions in blank, so that students can use it a a worksheet to test themselves on their knowledge and identify gaps in knowledge.

AQA GCSE Design and Technology (DT) - Exam Theory - Section 5.2 - Stock Forms and Standard Components This resource contains all of the key knowledge that the students are required to know for Section 5.2 - Stock Forms and Standard Components Timber Stock Forms Planed Square Edge Rough Sawn Mouldings Boards Metal Stock Forms Rod Sheet Tube Strip I-Section Polymer Stock Forms Ready to Use (rods, sheets, tubes) Foam Films Granules Powder Standard Components Temporary Fixings The sections in these resources align with the sections in the AQA DT revision guide by CGP Books, which gives students absolute clarity when progressing through the theory required for the exam. These resources have been developed with the following goals in mind: Allows learners to work through the theory independently, promoting challenge for all learners and ability levels Disruptive students have less effect on the progress of the learners, as the resources encourage independent learning. Promotes a love of learning, as learners self-motivate. This is particularly effective when the series of resources is used in combination with a tracker designed to show learners their progress through the resources. Allows independent home learning to be set that follows on and links clearly with the classwork. Ensures that students have covered all theory required for the exam, with absolute clarity *(particularly effective when used with a tracker) Suggested strategy: This resource is one sub-section. When used as a complete section the following strategy can be adopted: Begin the lesson by discussion of key words and ideas required in this sub-section. This can be enchanced with related videos from sites such as YouTube. Encourage students to independently research each concept they come across in the activity by using the internet, CGP revision guide, knowledge organiser (Available seperately), peer discussion, teacher discussion etc. At the end of each resource there are exam-style questions to prepare students for how the knowledge may need to be applied in the exam. When the sub-section is complete, students get this checked by the teacher and marked off on your tracker (which I recommend you set up, student names down the side, sub-sections along the top). The student can then move on to the next sub-section at their own pace, or if you wish to keep the class at the same point, they can act as consultants for the other students in the class, further cementing their knowledge. These resources have been tested, developed and implemented across our academy and have had a drastic impact on student preparedness for the exam, exam results, and student engagement with the course. The resources can also be used at KS3 in preparation for the GCSE course

AQA GCSE Design and Technology (DT) - Exam Theory - Section 2.2 - Paper, Board and Timber This resource contains all of the key knowledge that the students are required to know for Section 2.2 - Paper, Board and Timber Paper Properties Cartridge Paper Layout Paper Tracing Paper Grid Paper Bleed-Proof Paper Board Types and Uses Solid White Board Ink Jet Corrugated Duplex Foam Core Foil Lined Hardwood Softwood Timber The sections in these resources align with the sections in the AQA DT revision guide by CGP Books, which gives students absolute clarity when progressing through the theory required for the exam. These resources have been developed with the following goals in mind: Allows learners to work through the theory independently, promoting challenge for all learners and ability levels Disruptive students have less effect on the progress of the learners, as the resources encourage independent learning. Promotes a love of learning, as learners self-motivate. This is particularly effective when the series of resources is used in combination with a tracker designed to show learners their progress through the resources. Allows independent home learning to be set that follows on and links clearly with the classwork. Ensures that students have covered all theory required for the exam, with absolute clarity *(particularly effective when used with a tracker) Suggested strategy: This resource is one sub-section. When used as a complete section the following strategy can be adopted: Begin the lesson by discussion of key words and ideas required in this sub-section. This can be enchanced with related videos from sites such as YouTube. Encourage students to independently research each concept they come across in the activity by using the internet, CGP revision guide, knowledge organiser (Available seperately), peer discussion, teacher discussion etc. At the end of each resource there are exam-style questions to prepare students for how the knowledge may need to be applied in the exam. When the sub-section is complete, students get this checked by the teacher and marked off on your tracker (which I recommend you set up, student names down the side, sub-sections along the top). The student can then move on to the next sub-section at their own pace, or if you wish to keep the class at the same point, they can act as consultants for the other students in the class, further cementing their knowledge. These resources have been tested, developed and implemented across our academy and have had a drastic impact on student preparedness for the exam, exam results, and student engagement with the course. The resources can also be used at KS3 in preparation for the GCSE course

AQA GCSE Design and Technology - Knowledge Organiser for all theory key words, with pictures and description. Knowledge Organiser containing all of the key words needed for the AQA GCSE Design and Technology exam. The sections in this knowledge organiser are aligned with the sections in the AQA GCSE Design and Technology revision guide by CGP Books. This knowledge organiser is particularly effective when used in combination with our other theory resources to be found in our store. Suggestions for use: Print out the knowledge organisers as a booklet for your GCSE students. Can be printed as wall posters.

A-Level Design and Technology (Product Design) Theory Section A (All 9 sections A through to I are also available) Section A - Materials, Characteristics and Uses Student Workbook This workbook comprehensively covers all content from section A of the theory, required for the A-Level DT exams. A1 - Materials and their Applications A2 - Classification of Materials A3 - Methods for Investigating and Testing Materials A4 - Performance Characteristics of Paper and Board A5 - Performance Characteristics of Paper and Board A6 - Performance Characteristics of Woods A7 - Performance Characteristics of Metals A8 - Performance Characteristics of Polymers The workbook can be used as a framework for teaching, as well as for student independent working. Each sub-section includes worksheets and practice questions to aid retention and understanding of how the content may be presented in the exam. Progress can be tracked using the free tracker available from ACA Resources on TES. https://www.tes.com/teaching-resource/a-level-dt-theory-tracker-12396290 The content in this workbook has been designed to meet the demands of the AQA A-level in Design and Technology/ Product Design. The content also closely meets the requirements for Eduqas/WJEC, OCR and Edexcel.

AQA GCSE Design and Technology (DT) - Exam Theory - Section 1.3 - Sustainability Free tracker available to be used alongside theory resources https://www.tes.com/teaching-resource/aqa-gcse-dt-theory-tracker-12190083 This resource contains all of the key knowledge that the students are required to know for Section 1.3 - Sustainability Sustainability Finite Materials Non-Finite Materials Carbon Footprint Product Lifecycle Greenhouse Gases Global Warming Obsolete Planned Obsolescence Modular Electronics Durability The sections in these resources align with the sections in the AQA DT revision guide by CGP Books, which gives students absolute clarity when progressing through the theory required for the exam. These resources have been developed with the following goals in mind: Allows learners to work through the theory independently, promoting challenge for all learners and ability levels Disruptive students have less effect on the progress of the learners, as the resources encourage independent learning. Promotes a love of learning, as learners self-motivate. This is particularly effective when the series of resources is used in combination with a tracker designed to show learners their progress through the resources. Allows independent home learning to be set that follows on and links clearly with the classwork. Ensures that students have covered all theory required for the exam, with absolute clarity *(particularly effective when used with a tracker) Suggested strategy: This resource is one sub-section. When used as a complete section the following strategy can be adopted: Begin the lesson by discussion of key words and ideas required in this sub-section. This can be enchanced with related videos from sites such as YouTube. Encourage students to independently research each concept they come across in the activity by using the internet, CGP revision guide, knowledge organiser (Available seperately), peer discussion, teacher discussion etc. At the end of each resource there are exam-style questions to prepare students for how the knowledge may need to be applied in the exam. When the sub-section is complete, students get this checked by the teacher and marked off on the tracker. The student can then move on to the next sub-section at their own pace, or if you wish to keep the class at the same point, they can act as consultants for the other students in the class, further cementing their knowledge. These resources have been tested, developed and implemented across our academy and have had a drastic impact on student preparedness for the exam, exam results, and student engagement with the course. The resources can also be used at KS3 in preparation for the GCSE course

AQA GCSE Design and Technology (DT) - Exam Theory - Section 3.2 - Forces and Stresses This resource contains all of the key knowledge that the students are required to know for Section 3.2 - Forces and Stresses Forces and Stresses Tension Compression Shear Bending Torsion Reinforcing and Stiffening Lamination Webbing Folding The sections in these resources align with the sections in the AQA DT revision guide by CGP Books, which gives students absolute clarity when progressing through the theory required for the exam. These resources have been developed with the following goals in mind: Allows learners to work through the theory independently, promoting challenge for all learners and ability levels Disruptive students have less effect on the progress of the learners, as the resources encourage independent learning. Promotes a love of learning, as learners self-motivate. This is particularly effective when the series of resources is used in combination with a tracker designed to show learners their progress through the resources. Allows independent home learning to be set that follows on and links clearly with the classwork. Ensures that students have covered all theory required for the exam, with absolute clarity *(particularly effective when used with a tracker) Suggested strategy: This resource is one sub-section. When used as a complete section the following strategy can be adopted: Begin the lesson by discussion of key words and ideas required in this sub-section. This can be enchanced with related videos from sites such as YouTube. Encourage students to independently research each concept they come across in the activity by using the internet, CGP revision guide, knowledge organiser (Available seperately), peer discussion, teacher discussion etc. At the end of each resource there are exam-style questions to prepare students for how the knowledge may need to be applied in the exam. When the sub-section is complete, students get this checked by the teacher and marked off on your tracker (which I recommend you set up, student names down the side, sub-sections along the top). The student can then move on to the next sub-section at their own pace, or if you wish to keep the class at the same point, they can act as consultants for the other students in the class, further cementing their knowledge. These resources have been tested, developed and implemented across our academy and have had a drastic impact on student preparedness for the exam, exam results, and student engagement with the course. The resources can also be used at KS3 in preparation for the GCSE course

AQA GCSE DT - Review Booklet Sections 1-3 This booklet is designed to allow students to engage in short review tasks for retrieval practice of theory lesson content. The review booklet is designed to accompany the theory lessons, which can be found at ACA Resources on TES https://www.tes.com/teaching-resource/complete-gcse-dt-theory-workbooks-12191361

Tracker to be used with the AQA GCSE DT Theory Resources (Available on TES ACAResources). https://www.tes.com/teaching-resources/shop/ACAResources Simple input: 1 = Section Complete h = Section set for homework n = Section not complete or overdue blank = Section not yet set Includes visual percentage completion bars (auto-generated) to give teacher and students clarity and opportunity for individual target setting. Also includes student tickbox sheet. Encourages students to take ownership of their learning of the exam theory, and the visual progress scores provide motivation and clear goals. Students can work on different sections where appropriate, and in many cases students may wish to complete sections individually in their own time and bring them back to be ‘checked off’. Each AQA GCSE DT Theory resource includes exam style questioning which can be used to further check understanding of each section upon completion.

This is a free sample from the ACA Resources GCSE DT theory series https://www.tes.com/teaching-resources/shop/ACAResources *AQA GCSE Design and Technology (DT) - Exam Theory - Section 1.4 - Sustainability and Social Issues This resource contains all of the key knowledge that the students are required to know for Section 1.4 - Sustainability and Social Issues Continuous Improvement Lifecycle Assessment Recycling The 6 Rs Social Factors Working Conditions Health Impacts The sections in these resources align with the sections in the AQA DT revision guide by CGP Books, which gives students absolute clarity when progressing through the theory required for the exam. These resources have been developed with the following goals in mind: Allows learners to work through the theory independently, promoting challenge for all learners and ability levels Disruptive students have less effect on the progress of the learners, as the resources encourage independent learning. Promotes a love of learning, as learners self-motivate. This is particularly effective when the series of resources is used in combination with a tracker designed to show learners their progress through the resources. Allows independent home learning to be set that follows on and links clearly with the classwork. Ensures that students have covered all theory required for the exam, with absolute clarity *(particularly effective when used with a tracker) Suggested strategy: This resource is one sub-section. When used as a complete section the following strategy can be adopted: Begin the lesson by discussion of key words and ideas required in this sub-section. This can be enchanced with related videos from sites such as YouTube. Encourage students to independently research each concept they come across in the activity by using the internet, CGP revision guide, knowledge organiser (Available seperately), peer discussion, teacher discussion etc. At the end of each resource there are exam-style questions to prepare students for how the knowledge may need to be applied in the exam. When the sub-section is complete, students get this checked by the teacher and marked off on your tracker (which I recommend you set up, student names down the side, sub-sections along the top). The student can then move on to the next sub-section at their own pace, or if you wish to keep the class at the same point, they can act as consultants for the other students in the class, further cementing their knowledge. These resources have been tested, developed and implemented across our academy and have had a drastic impact on student preparedness for the exam, exam results, and student engagement with the course. The resources can also be used at KS3 in preparation for the GCSE course