AQA GCSE DT 4.2 Standard Components

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