A LEVEL PRODUCT DESIGN NEA SECTION D 2021 This is the perfect resource for remote learning to get students enthused, confident and carrying on, with a high quality power point, with highly detailed guidance, examples and specialist technical knowledge, with relevant visuals and animations, techniques and directed tasks to get them finishing off Section D! This is an extremely comprehensive resource that covers this entire unit. Learning outcomes: In this A level coursework task, Students will gain an understanding of: How the mark scheme translates into 3 chunked research tasks: How to explain how their intended prototype would be fully address the design brief, satisfying all major points of the specification also meeting the needs/requirements of their client The specialist technical subject knowledge of section with strong emphasis on researching the correct tools, materials and equipment, as well as health and safety, quality control and relevance to their intended prototype manufacture Students will learn how to represent this intended manufacture process as a detailed manufacturing diary, considering health and safety as well as quality control. I have gone into an incredible level of detail on the manufacture processes, including: Wasting processes, Sawing & jointing, Drilling, Turning , Polymer forming processes: Vacuum forming, Line bending , CAD CAM processes: Laser cutting, 3d printing, Metal processes: Casting, MIG welding, Soldering, Standard components and fixings, Knock down fittings, Fixings, Tensol glue, Epoxy resin, PVA glue, Finishes, Adding veneer, Painting with acrylic/stain/watercolour, and finally Varnishing. I also mention injection moulding and industrial processes. This aspect of the power point alone makes this an invaluable resource for exam revision as it covers all the core specialist Technical knowledge aspects in the A level course. Potential learning outcomes: Next 4 - 5 slides/pages of NEA / Length – 3 - 5 lessons (including student activity) This is one of my TES units dealing with the 2021 A level NEA. Please look to the resources here for other sections (A and A1): https://www.tes.com/resources/search/?authorId=25805054&q=A level NEA product design&shop=surfacedetail1 Also I have extensive NEA resources for the GCSE NEA, here: https://www.tes.com/resources/search/?authorId=25805054&q=GCSE NEA&shop=surfacedetail1 I hope these help you and your students succeed! Please add a positive review/some stars if you found this useful as this really helps; THANK YOU!

2021 AQA DT GCSE NEA Guide to Section E This is the perfect resource for remote learning to get students enthused, confident and carrying on, with a high quality power point, with highly detailed guidance, examples, with relevant visuals and animations, techniques and directed tasks to get them finishing off Section F! This is an extremely comprehensive resource that covers this entire section. Learning outcomes: In this GCSE coursework task, Students will gain an understanding of: How the mark scheme translates into chunked analysis and evaluation tasks Analysis and self- evaluation, client opinion and third party opinion that has occurred throughout the portfolio How to create an index of this How to evaluate the success of their final design against their original specification (section B) How to write an evaluative summary of what they found out, based on questions for every section of an NEA, including research methods, Design Process, Mock ups/prototype stage, Manufacture process, CAD/CAM process, including testing and conclusion How to structure their response in complex sentences, using P.E.E., supported by using differentiated materials in the form of sentence stems with clear success criteria. Potential learning outcomes: Next 3+ slides/pages of NEA / Length – 3 lessons (including student activity) This is one of my 6 part TES units dealing with the 2021 GCSE NEA. Please look to the resources here for section A (first two), section B and a combination section C/D unit/power point as well as section E (which reflects the most recent changes to the marks scheme): https://www.tes.com/teaching-resource/2021-aqa-dt-gcse-nea-guide-to-section-e-12494870 https://www.tes.com/teaching-resource/2021-aqa-dt-gcse-nea-guide-to-section-c-and-d-12477833 https://www.tes.com/teaching-resource/2021-aqa-dt-gcse-nea-guide-to-section-a-12395717 https://www.tes.com/teaching-resource/2021-aqa-dt-gcse-nea-section-a-part-2-12401619 https://www.tes.com/teaching-resource/2021-aqa-dt-gcse-nea-guide-to-section-b-12417046 I hope these help you and your students succeed! Please add a positive review/some stars if you found this useful as this really helps; THANK YOU!

GCSE/A level CAD Challenge Design your dream headphones! This extremely comprehensive resource that covers at least 2-3 lessons is suitable for both GCSE and A level classes (whom I have tried and tested this with and they have fed back how much they enjoyed it!). The 1st idea to get them working independently to learn new design skills and specialist technical knowledge. The 2nd idea is to get them away from ‘design fixation’ which I have found a lot with the NEA’s. This is the perfect resource for remote learning to get students enthused, confident and carrying on independently, with a high quality power point, with highly detailed guidance, examples and specialist technical knowledge, with relevant visuals and animations, YouTube tutorials and directed tasks. This is also suitable as cover work. Learning outcomes: Students will gain an understanding of: Secondary research techniques (mood board) How to gain knowledge by watching a YouTube video (the link is only available through this purchase) and then go to creatively develop design ideas of headphones, using the CAD program, sketch up free Detailed Specialist Technical subject knowledge with page numbers already cross-referenced and a detailed explanation of the process already included with strong emphasis on researching the correct machinery, materials and equipment, as well as what scale of production. Extension tasks: Create a flowchart of headphone manufacture Potential learning outcomes: 3-4 power point slides/ Length: 2 – 3 lessons (including student activity) Please look at my other resources to find similarly highly detailed, high quality resources that are up to date for 2021 for both GCSE and A level design and technology and product design NEA’s and courses I hope these help you and your students enjoy and learn as it did mine! Please add a positive review/some stars if you found this useful as this really helps; THANK YOU!

2021 AQA DT GCSE NEA Guide to Section E This is the perfect resource for remote learning to get students enthused, confident and carrying on, with a high quality power point, with highly detailed guidance, examples and specialist technical knowledge, with relevant visuals and animations, YouTube tutorials, techniques and directed tasks to get them finishing off Section E! This is an extremely comprehensive resource that covers this entire unit Learning outcomes: In this GCSE coursework task, Students will gain an understanding of: How the mark scheme translates into chunked research tasks The core and technical subject knowledge of section with strong emphasis on researching the correct tools, materials and equipment, as well as health and safety, quality control and relevance to their intended prototype manufacture Two different pathways in representing the process of representing this intended manufacture: Either a more detailed manufacturing diary or a flowchart How to present their final design concept, explaining its commercial viability and how it meets the requirements of their client. How to consider viability of commercial manufacture, by comparing school vs. commercial industrial manufacturing processes, considering different scales of production in the process. I have gone into an incredible level of detail on the manufacture processes, including: Wasting processes, Sawing & jointing, Drilling, Turning , Polymer forming processes: Vacuum forming, Line bending , CAD CAM processes: Laser cutting, 3d printing, Metal processes: Casting, MIG welding, Soldering, Standard components and fixings, Knock down fittings, Fixings, Tensol glue, Epoxy resin, PVA glue, Finishes, Adding veneer, Painting with acrylic/stain/watercolour, and finally Varnishing. I also mention injection moulding and industrial processes. This aspect of the power point alone makes this an invaluable resource for exam revision as it covers all the core specialist Technical knowledge aspects in the GCSE course. Potential learning outcomes: Next 4 - 5 slides/pages of NEA / Length – 3 - 5 lessons (including student activity) This is the fifth part of my TES lessons dealing with the NEA that can be recorded on power point or paper, Please look to the resources here for section A (first two), section B and a combination section C/D unit/power point: https://www.tes.com/teaching-resource/2021-aqa-dt-gcse-nea-guide-to-section-c-and-d-12477833 https://www.tes.com/teaching-resource/2021-aqa-dt-gcse-nea-guide-to-section-a-12395717 https://www.tes.com/teaching-resource/2021-aqa-dt-gcse-nea-section-a-part-2-12401619 https://www.tes.com/teaching-resource/2021-aqa-dt-gcse-nea-guide-to-section-b-12417046 …to have a consistent beginning! Please add a positive review/some stars if you found this useful as this really helps; THANK YOU!

This is the perfect resource for remote learning. This will get students enthused, confident and carrying on independently, supported by a high quality power point, 1 and half hours of (private) YouTube tutorials, stunning visuals and animations, as well as relevant questions, techniques and directed tasks to get them finishing off Section C & D This is an extremely comprehensive resource that covers 2 units. Learning outcomes: How the mark scheme translates into chunked creative tasks, including: How to draw a really well annotated generated idea from section C, including scrap views and essential links back to Specification and Brief, discussing importance of clear annotation How to draw rectangular prisms and ellipses in isometric projection, with a strong emphasis on rendering realistic textures to communicate information on choice of materials How to go about the cardboard modelling aspect at home with recycled materials How to develop design ideas of multifunctional prototypes on sketch up free – also how to create separate components such as drawers and even door knobs How to draw orthographic projections of prototypes on sketch up free How to draw exploded wireframe views of prototypes on sketch up free How to draw cutting lists of prototypes on sketch up free and use MS Excel to create purchase lists How to research relevant materials (components covered above) using tables and inspiration for testing the properties of materials How to write a Manufacturing specification Potential learning outcomes: Next 4 - 5 slides/pages of NEA / Length – 4 - 5 lessons (including student activity) This is one of my 5 part TES units dealing with the 2021 GCSE NEA. Please look to the resources here for section A (first two), section B and a combination section C/D unit/power point as well as section E (which reflects the most recent changes to the marks scheme): https://www.tes.com/teaching-resource/2021-aqa-dt-gcse-nea-guide-to-section-e-12494870 https://www.tes.com/teaching-resource/2021-aqa-dt-gcse-nea-guide-to-section-c-and-d-12477833 https://www.tes.com/teaching-resource/2021-aqa-dt-gcse-nea-guide-to-section-a-12395717 https://www.tes.com/teaching-resource/2021-aqa-dt-gcse-nea-section-a-part-2-12401619 https://www.tes.com/teaching-resource/2021-aqa-dt-gcse-nea-guide-to-section-b-12417046 I hope these help you and your students succeed! Please add a positive review/some stars if you found this useful as this really helps; THANK YOU!

Attached is a Word document: Learning objectives: Who is Margaret Calvert, what is a pictogram and what is important in a road sign? Learning Outcome: After learning about Margaret Calvert, students could consider what is the best, most simple and easy to understand pictograms to use for the following activities: • Wear a mask! • Child walk with adult • Use safety goggles • Slippery surface! • Don’t run! • No mobile phone in car! The students draw and annotate these. Please leave a positive review if you found helpful! I would really appreciate it!

D&T Evaluation Worksheets The reason behind these sheets: I was getting frustrated with how difficult it was to get students to ‘evaluate’, rather than ‘describe’, as they often did in the D&T project evaluations. The emphasis in these worksheets is to get the student thinking and explaining by answering questions about every stage of the ‘design and make’ process. This has helped them learn the meaning of evaluation through the process of asking reflective questions. Learning Outcomes: In this lesson, students will gain an understanding of: Clear success criteria to guide students on what constitutes a good outcome Evaluation questions for every part of a ‘design and make’ project, including research methods, Design Process, Mock ups/prototype stage, Manufacture process, CAD/CAM process, including testing and conclusion How to structure their response in complex sentences, using P.E.E., supported by using differentiated materials. Power point: The attractive and visual power point can be used on the white board and also printed as a worksheet, as can the question slide Power point Worksheets/categories: The worksheets are differentiated into two categories, so that students who have learning difficulties (LA) will not be overwhelmed and will have much more literacy support with sentence stems. The second category that caters to the middle and higher ability student has differentiation in the form of more open ended tasks as well as ‘Challenges’. I have left super challenges blank so a student can fill this in themselves to be more independent! In theory, one sheet could be used to support the other, or even used for lower school VS. upper school evaluations Please leave a positive review if this helped, thank you!

This lesson focusses on helping students understand scales of production and also an in depth understanding of 3-D printing and injection moulding processes, that students will annotate and take notes on. These are typical exam questions all covered in one lesson with two separate worksheets. Perfect for cover lessons. PowerPoint: This lesson is driven by a high end, attractive and informative power point, which has detailed instructions and notes, step-by-step animations, with starter(‘To do’), main and plenary activities, as well as home learning included. The students really enjoyed this lesson and also it is relatively easy to conduct especially under the current circumstances. Learning Outcomes: Students will gain an understanding of: continuous, batch and one off production and consider the differences Students learn about injection moulding and 3-D printing, gaining an detailed insight into these two processes Links to NEA and exam revision Lesson plan: A Lesson plan is also included as a MS Publisher file. This explains the: learning outcomes, starter, main and plenary activities as well as resources required and homework. Work sheets: These are mainly PPT files, but the final evaluation is MS Publisher, which is differentiated in the form of sentence starters. Please leave a positive review if you found these resources helpful, Thank You!

This lesson focusses on drafting skills, including material rendering in 6 different textures, scrap views, cross sections and principles of legible and neat annotation. The source materials focus on a toothbrush, however this could relate to any product. PowerPoint: This lesson is driven by a high end, attractive and informative power point, which has detailed instructions and notes, step-by-step animations, with starter(‘To do’), main and plenary activities, as well as home learning included. The students really enjoyed this lesson and also it is relatively easy to conduct especially under the current circumstances. Learning Outcomes: Students will gain an understanding of how to do: Scrap views Sectional views Rendered drawings How to render 6 different textures The importance of clear and easy read annotation Links to NEA Lesson plan: A Lesson plan is also included as a MS Publisher file. This explains the: learning outcomes, starter, main and plenary activities as well as resources required and homework. Work sheets: These are mainly PPT files, but the final evaluation is MS Publisher, which is differentiated in the form of sentence starters. Please leave a positive review if you found these resources helpful, Thank You!

This is designed to simulate an NEA project, where students will research, design, model, and prototype and evaluate a 3D printed object for a specific target market. This lesson focusses on Styrofoam modelling, creating a more ergonomic handle for a tactile object. The students really enjoyed this lesson and also it is relatively easy to conduct especially under current circumstances. PowerPoints: This lesson is driven by a high end, attractive and informative power point, which has detailed instructions and notes, step-by-step animations, with starter(‘To do’), main and plenary activities, as well as home learning included. Learning Outcomes: Students will gain an understanding of how to: Students will gain an understanding of the difference between Mock ups & Prototypes and what they are: Used for & Made of Practical: Watch the animation, follow school health and safety guidance, measure, mark out and make mock up models! Students consider ergonomics by testing and applying quality control to the mock up model throughout practical, to consider how a client with arthritis can hold their toothbrush more comfortably Links to NEA Lesson plan: A Lesson plan is also included as a MS Publisher file. This explains the: learning outcomes, starter, main and plenary activities as well as resources required and homework. Work sheets: These are mainly PPT files, but the final evaluation is MS Publisher, which is differentiated in the form of sentence starters. Please leave a positive review if you found these resources helpful, Thank You!

3-D Printer Prototype Project The rationale: As D&T teachers return to school, we need a basic tool/CAD CAM based project to achieve the balance of remaining safe, but also providing an exciting practical project for students. This project is tried and tested and the kids love it. This is designed to simulate an NEA project, where students will research, design, model, prototype and evaluate a 3D printed object for a specific target market. This 7 x 1 hour lesson mini project is an ‘all in one’ prepared resource, containing lesson by lesson PowerPoints, accompanying worksheets, Youtube videos, home learning and examples that model success criteria. This resource that can be used by subject specialists and non D&T teachers alike, perfect for cover work as well. PowerPoints: The project is driven by high end, attractive and informative power points, which have detailed instructions and notes, step-by-step animations, with starter(‘To do’), main and plenary activities, as well as home learning included. Learning Outcomes: This design and make project is aimed at Year 9 and Year 10 students, who will gain an understanding of how to: • Lesson 1: Scales of production and commercial processes • Lesson 2: Primary and secondary research methods • Lesson 3: How to draw and annotate scrap views, sectional views and rendering in 3-D. • Lesson 4: How to make mock up models in Styrofoam using workshop tools • Lesson 5: How to use a user friendly CAD modelling program • Lesson 6: How to use a 3-D printer to create a toothbrush prototype and evaluate project Project plan: A scheme of work is also included as a MS Publisher file. This explains the: learning outcomes, starter, main and plenary activities as well as resources required and homework. Work sheets: These are mainly PPT files, but the final evaluation is MS Publisher, which is differentiated in the form of sentence starters. Please leave a positive review if you found these resources helpful, Thank You!

I have found that the Year 13 DT GCSE students need more direction in the research section and this needs to feed into their specification. Taking a more project management style approach so that everything is planned will hopefully guide students to be more independent in their own enquiry and result in far more meaningful outcomes for this section. I thoroughly researched this, coming up with a massive bank of relevant subject specific vocabulary/questions/processes/techniques for helping students to get top marks in this section. Learning outcomes: In this A-level coursework task, Students will gain an understanding of: How to plan, structure and complete (mainly primary) research in a timely manner How to structure research so that it links excellently to their Specification, to get the highest possible mark An outlined 3-step process to guide students to success in outlining, developing and planning their research independently. Far more detailed lines of enquiry using ACCESS FM+ that students can use. A discussion of two Project management strategies to use in planning research activities A detailed discussion of 3 relevant Quality control processes that students really need to think about. Potential learning outcomes: Improvement and addition of information to the research section This is the third part of two lessons (so far) dealing with section A that can be recorded on power point or paper, Pease look to the first resource here: 2021 AQA Product design NEA Section A https://www.tes.com/teaching-resource/2021-aqa-product-design-nea-section-a-12414616 2021 AQA Product design NEA Brief & Specification & Project management for Section A (this links really closely to this resource as it deals with similar themes.) https://www.tes.com/teaching-resource/2021-aqa-product-design-nea-brief-and-spec-12421572 I hope these help you and your students succeed! Please add a positive review/some stars if you found this useful as this really helps; THANK YOU!

2021 AQA Product design NEA Brief & Specification & Project management for Section A Worried about what to teach the Year 13 DT GCSE students in September 2020? This is the perfect resource to get them carrying on and enthused with a high quality power point, with relevant visuals and animations, as well as questions, techniques and directed tasks to get them finishing off Section A and really having a much better idea of how to carry on! I thoroughly researched this, coming up with a massive bank of relevant subject specific vocabulary/questions/processes/techniques for helping students to get top marks in this section. Learning outcomes: In this A-level coursework task, Students will gain an understanding of: How to plan, structure and complete a design brief that is relevant to their context, user and portfolio, guided by the mark scheme How to structure their Specification and the importance of basing this on prior research, to get the highest possible mark Highly detailed and searching questions to get students started on deep lines of inquiry in their specification – these questions are also designed to get them reflecting and improving on research that they have already undertaken. This could include: additional case studies, planning, life cycle and safety analysis. The importance of QA and QC and understanding how these are important in the NEA and the wider industry. A detailed discussion of 3 relevant Quality control processes that students really need to think about. Which Project management strategy out of four is best to use to go forward? Potential learning outcomes: Next 3 to 4 slides/pages of NEA / Length – 1-2 lessons (including student activity) Improvement and addition of information to the research section This is the second part of two units (so far) dealing with section A that can be recorded on power point or paper, Please look to the first resource below… https://www.tes.com/teaching-resource/2021-aqa-product-design-nea-section-a-12414616 and third resource here: https://www.tes.com/teaching-resource/2021-aqa-nea-product-design-primary-research-12422264 I hope these help you and your students succeed! Please add a positive review/some stars if you found this useful as this really helps; THANK YOU!

Worried about what to teach the Year 11 DT GCSE students in September 2020? This is the perfect resource to get them carrying on and enthused with a high quality power point, with relevant visuals and animations, as well as questions, techniques and directed tasks to get them finishing off Section B and really having a much better idea of how to carry on! I really researched the hard bits, including coming up with a massive word bank of relevant words for helping students as well as an additional ACCESS FM sheet! Learning outcomes: In this GCSE coursework task, Students will gain an understanding of: • How to plan, structure and complete a design brief that is relevant to their context, user and portfolio, guided by the mark scheme • How to structure their Specification and the importance of basing this on prior research, to get the highest possible mark • An assessment rubric that can be used to peer assess each other, to reinforce what the success criteria of this section are and to promote independent learning • An additional, differentiated ACCESS FM literacy resource sheet that can be distributed to the students to help them in writing their specification. Potential learning outcomes: Next one - two slides/pages of NEA / Length – 1-2 lessons (including student activity) This is one of my 5 part TES units dealing with the 2021 GCSE NEA. Please look to the resources here for section A (first two), section B and a combination section C/D unit/power point as well as section E (which reflects the most recent changes to the marks scheme): https://www.tes.com/teaching-resource/2021-aqa-dt-gcse-nea-guide-to-section-e-12494870 https://www.tes.com/teaching-resource/2021-aqa-dt-gcse-nea-guide-to-section-c-and-d-12477833 https://www.tes.com/teaching-resource/2021-aqa-dt-gcse-nea-guide-to-section-a-12395717 https://www.tes.com/teaching-resource/2021-aqa-dt-gcse-nea-section-a-part-2-12401619 https://www.tes.com/teaching-resource/2021-aqa-dt-gcse-nea-guide-to-section-b-12417046 I hope these help you and your students succeed! Please add a positive review/some stars if you found this useful as this really helps; THANK YOU!

Printed as an ‘all in one’ worksheet, this will help students with teh concept of circles in perspective. These are ideal for lessons, cover work, home work or starter activities Including: • step by step activities on how to ‘translate’ circles to isometric ellipses • How to draw ellipses in isometric If you found this resource helpful, please leave positive comments, as this really helps. Thank you.

Worried about what to teach Product Design students? finding it hard to get started and follow the NEA structure at the beginning? This is the perfect resource to get them carrying on and enthused with a high quality power point, with relevant visuals and animations, as well as questions, techniques and directed tasks to get them finishing off Section A and really having a much better idea of how to carry on! This is tried, tested and the students had a very positive and studious response. Learning outcomes: In this Section A, NEA coursework task, Students will gain an understanding of: • The importance of a good rationale, a contextual challenge and design problems and opportunities, as well as designing with a client in mind • The importance of investigating using primary, secondary and client research, with extra information on client interviews and discussion of anthropometric, ergonomic and site specific research • Inspiration: Time to start doing designs – initial concepts. CAD can also be used. • Consider ongoing research throughout folder that will help an iterative design approach. Potential learning outcomes: Section A of NEA Can be used for 4-5 lessons (including student activity) Plenary activities for those students who might feel a bit overwhelmed and finding it difficult to start, included at end. This is one of my 3 part TES units dealing with the 2021 NEA. Please look to the resources here for a consistent follow on! https://www.tes.com/teaching-resource/2021-aqa-nea-product-design-primary-research-12422264 https://www.tes.com/teaching-resource/2021-aqa-product-design-nea-brief-and-spec-12421572 I hope these help you and your students succeed! Please add a positive review/some stars if you found this useful as this really helps; THANK YOU!

Included is a demonstration source sheet and gridded worksheet for students to copy/come up with their own designs and repeat them. Ideal for cover work as well as lessons, This is suitable for lessons that include: Pattern generation (Textiles) Concept of tesselation (DT) Art (Optical art/history of art) Ceramics (tile art) If these were helpful - please be the first to leave a positive review thanks!

A handy resource that you can use to help your students draw several isometric shapes. Isometric paper not included.

Printed as two worksheets, these will help produce fun and creative lesson outcomes for students of all ages. These are ideal for lessons, cover work, home work or baseline assessment. Including: • Two activities of how to ‘translate’ orthographic to isometric projection • How to draw ellipses in isometric If you found this resource helpful, please leave positive comments, as this really helps. Thank you.

Worried about what to teach the Year 11 DT GCSE students in September 2020? This is the perfect resource to get them carrying on and enthused with a high quality power point, with relevant visuals and animations, as well as questions, techniques and directed tasks to get them finishing off Section A and really having a much better idea of how to carry on! I really researched the hard bits, including coming up with a massive word bank of relevant words for the social, environmental and economic aspect so that your students are going to fly into the top tier! Learning outcomes: In this part 2 of Section A, GCSE coursework task, Students will gain an understanding of: • The importance of investigating the work of others, whether this be based on similar products online, established designer’s solutions to a similar contextual challenge, or even some practical experimentation • Inspiration: Time to start doing designs – a minimum of 8 initial ideas/investigations for this section. CAD can also be used. • The importance and responsibility of designers knowing and producing products that are based on a good knowledge of: social, environmental and economic effects. • Consider ongoing research throughout folder that will help an iterative design approach. Potential learning outcomes: Second two slides/pages of NEA Length - 2 lessons (including student activity) Plenary questions included at end. This is the second part of two lessons dealing with section A that can be recorded on power point or paper, Pease look to the first resource here https://www.tes.com/teaching-resource/2021-aqa-dt-gcse-nea-guide-to-section-a-12395717 …to have a consistent beginning! This is one of my 5 part TES units dealing with the 2021 GCSE NEA. Please look to the resources here for section A (first two), section B and a combination section C/D unit/power point as well as section E (which reflects the most recent changes to the marks scheme): https://www.tes.com/teaching-resource/2021-aqa-dt-gcse-nea-guide-to-section-e-12494870 https://www.tes.com/teaching-resource/2021-aqa-dt-gcse-nea-guide-to-section-c-and-d-12477833 https://www.tes.com/teaching-resource/2021-aqa-dt-gcse-nea-guide-to-section-a-12395717 https://www.tes.com/teaching-resource/2021-aqa-dt-gcse-nea-section-a-part-2-12401619 https://www.tes.com/teaching-resource/2021-aqa-dt-gcse-nea-guide-to-section-b-12417046 I hope these help you and your students succeed! Please add a positive review/some stars if you found this useful as this really helps; THANK YOU!