AQA GCSE Design and Technology (DT) - Exam Theory - Section 4.5 - Paper and Board Finishes This resource contains all of the key knowledge that the students are required to know for Section 4.5 - Paper and Board Finishes Finishes Advantages of Finishes Laminating Embossing Varnishing UV Varnishing Example Uses for Finish Types 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 - Knowledge Organiser for Section 5 - Woods, Metals and Polymers Knowledge Organiser containing all of the key words needed in Section 5 - Woods, Metals and Polymers, 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 1.5 - Products in Society This resource contains all of the key knowledge that the students are required to know for Section 1.5 - Products in Society Enterprise Crowdfunding Virtual Marketing Co-operatives Fairtrade Market Pull Technology Push Culture New Technology Design for Particular Groups 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 2.1 - Properties of Materials This resource contains all of the key knowledge that the students are required to know for Section 2.1 - Properties of Materials Working Properties Strength Hardness Toughness Elasticity Malleability Ductility Physical Properties Electrical Conductivity Thermal Conductivity Fusibility Density Absorbency Ferrous Non-Ferrous Alloys 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 2.8 - Developments in New Materials This resource contains all of the key knowledge that the students are required to know for Section 2.8 - Developments in New Materials Modern Materials Graphene Metal Foams Titanium Liquid Crystal Displays (LCDs) Nanomaterials Smart Materials Shape Memory Alloys Photochromic Thermochromic Composites Glass Reinforced Plastic Carbon Fibre Technical Textiles Kevlar Nomex Micro Encapsulation 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 G (All 9 sections A through to I are also available) Section G - Design Processes and Evaluation Student Workbook This workbook comprehensively covers all content from section G of the theory, required for the A-Level DT exams. G1 - Product Life Cycle G2 - Design Processes G3 - Critical Analysis and Evaluation 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 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) - Exam Theory - Section 1.2 - Production Systems - CADCAM This resource contains all of the key knowledge that the students are required to know for Section 1.2 - Production Systems - CADCAM CAD CAM CNC Subtraction of Material Addition of Material 2-Axis CAM 3-Axis CAM Global Communication 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 5.4 - Shaping Materials (Hand Tools) This resource contains all of the key knowledge that the students are required to know for Section 5.4 - Shaping Materials (Hand Tools) Saws Rip Saw, Tenon Saw, Coping Saw, Hacksaw Chisels Plane File Abrasive Paper Drilling Bradawl Centre Punch Twist Bit Flat Bit Countersink Bit Hole Saw 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 1.6 - Powering Systems This resource contains all of the key knowledge that the students are required to know for Section 1.6 - Powering Systems Fossil Fuels Finite Resources Non-Finite Resources Nuclear Power Renewable Energy Wind Power Solar Power Hydro-electric Power Tidal Barrages Biomass Arguments For and Against Renewable Energy Batteries 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 4.2 - Standard Components This resource contains all of the key knowledge that the students are required to know for Section 4.2 - Standard Components Standard Components Examples and Uses Bindings Seals Tapes Adhesives 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 5.7 - Moulding and Joining This resource contains all of the key knowledge that the students are required to know for Section 5.7 - Moulding and Joining Vacuum Forming Blow Moulding Injection Moulding Extrusion Gluing Soldering Brazing Welding 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 2.7 - Mechanical Systems This resource contains all of the key knowledge that the students are required to know for Section 2.7 - Mechanical Systems Mechanism Linear Motion Reciprocating Motion Oscillating Motion Rotary Motion Levers First Order Lever Second Order Lever Third Order Lever Linkages Push/Pull Bell Crank Gears Driven, Driver, Idler Pulleys Belt Drive Cams 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 3.3 - Scales of Production This resource contains all of the key knowledge that the students are required to know for Section 3.3 - Scales of Production Scale of Production One-off Production Batch Production Templates, Jigs and Moulds Mass Production Continuous Production Automation 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

Tracker to be used with the A-Level 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 auto-generated progress bars for display in lesson, and printing as evidence of progress over time. 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 A-Level DT Theory resource includes exam style questioning which can be used to further check understanding of each section upon completion.