Our resources aim to give Design & Technology teachers and students a clear understanding of the requirements of the new specification GCSE Design and Technology course. The resources available from ACA Resources provide complete coverage of all theory required for the exam, as well as comprehensive guidance for the Non-exam assessment.
Our resources aim to give Design & Technology teachers and students a clear understanding of the requirements of the new specification GCSE Design and Technology course. The resources available from ACA Resources provide complete coverage of all theory required for the exam, as well as comprehensive guidance for the Non-exam assessment.
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 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 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 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 Design and Technology (DT) - Exam Theory - Section 5.1 - Uses of Woods, Metals and Polymers
This resource contains all of the key knowledge that the students are required to know for Section 5.1 - Uses of Woods, Metals and Polymers
Choosing Materials for Specific Purposes
Modifications
Wood (Timber) Seasoning
Annealing
UV Treatment
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 3.4 - Quality Control
This resource contains all of the key knowledge that the students are required to know for Section 3.4 - Quality Control
Quality Control
Tolerance
Go/No Go Fixtures
Registration Marks
Depth Stops
PCB Exposure
Laser Cutter Programming
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 4.4 - Printing Techniques
This resource contains all of the key knowledge that the students are required to know for Section 4.4 - Printing Techniques
Lithography
Offset Lithography
Flexography
Screen Printing
Digital Printing
CMYK
Product Uses
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 3.1 - Selecting Materials
This resource contains all of the key knowledge that the students are required to know for Section 3.1 - Selecting Materials
Factors Affecting Material Choice
Availability
Functionality
Aesthetics
Material Cost
Environmental Factors
Social Factors
Ethical Factors
Cultural Factors
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 1.5 - 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 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 3.5 - Production Aids
This resource contains all of the key knowledge that the students are required to know for Section 3.5 - Production Aids
Production Aids
Reference Point
Datum
Scaling
Template
Pattern
Jigs
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 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) - Exam Theory - Section 5.6 - Shaping Techniques
This resource contains all of the key knowledge that the students are required to know for Section 5.6 - Shaping Techniques
Shaping Techniques
Milling Machines
Lathes
3D Printing
Metal Press
Casting
Die Casting
Bending Materials
Plywood Forming
Line Bender
Strip Heater
Annealing
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 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
AQA GCSE Design and Technology (DT) - Exam Theory - Section 5.5 - Shaping Materials (Power and Machine Tools)
This resource contains all of the key knowledge that the students are required to know for Section 5.5 - Shaping Materials (Power and Machine Tools)
Safety Steps
Power Tools
Router
Planer
Jigsaw
Sander
Machine Tools
Sanding Disc
Saw Bench
Bandsaw
Pillar Drill
Fences
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 5.8 - 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