A 60 slide presentation written by a former senior examiner, this pack has two purposes: reducing teacher workload and improving teacher understanding. It is designed to help reduce teacher workload and save time in sourcing and finding resources relevant to the NEA and context stated above. It can be used to support the training of teachers regarding approaches to the NEA, for example, through presentation at department meetings or in teacher CPD time, or by individual teachers to develop their own knowledge and understanding of the NEA component of the AQA GCSE Design and Technology course. Included in this resource: Notes on how to use the resource. General information about the NEA and context. Example design briefs for the context. Useful weblinks related to the context. Example products for product analysis, related to the context. Slides detailing what is required by each section of the NEA portfolio. Suggested delivery routes for the NEA. BONUS: Additional sheets detailing product analysis, specification writing and the use of SCARED for designing.

A 60 slide presentation written by a former senior examiner, this pack has two purposes: reducing teacher workload and improving teacher understanding. It is designed to help reduce teacher workload and save time in sourcing and finding resources relevant to the NEA and context stated above. It can be used to support the training of teachers regarding approaches to the NEA, for example, through presentation at department meetings or in teacher CPD time, or by individual teachers to develop their own knowledge and understanding of the NEA component of the AQA GCSE Design and Technology course. Included in this resource: Notes on how to use the resource. General information about the NEA and context. Example design briefs for the context. Useful weblinks related to the context. Example products for product analysis, related to the context. Slides detailing what is required by each section of the NEA portfolio. Suggested delivery routes for the NEA. BONUS: Additional sheets detailing product analysis, specification writing and the use of SCARED for designing.

A 60 slide presentation written by a former senior examiner, this pack has two purposes: reducing teacher workload and improving teacher understanding. It is designed to help reduce teacher workload and save time in sourcing and finding resources relevant to the NEA and context stated above. It can be used to support the training of teachers regarding approaches to the NEA, for example, through presentation at department meetings or in teacher CPD time, or by individual teachers to develop their own knowledge and understanding of the NEA component of the AQA GCSE Design and Technology course. Included in this resource: Notes on how to use the resource. General information about the NEA and context. Example design briefs for the context. Useful weblinks related to the context. Example products for product analysis, related to the context. Slides detailing what is required by each section of the NEA portfolio. Suggested delivery routes for the NEA. BONUS: Additional sheets detailing product analysis, specification writing and the use of SCARED for designing.

This resource is designed to support Assessment for Learning in OCR A-Level Design and Technology. This resource, written by a former senior examiner, presents an approach that has been proven in classrooms to raise attainment. It breaks down the NEA criteria into a series of easy to understand statements in student friendly language. It supports both self assessment and peer assessment, thus enabling students to identify their own areas for improvement. It can also be used to support teachers in understanding and applying the assessment criteria for A-Level D&T. It has been developed from an approach used for GCSE D&T courses; this was developed by a former senior examiner and applied in his own classroom with great success, typically improving value added by more than one grade. Included in this pack: Teachers notes, including an introduction to using Assessment for Learning (AfL) and how to use the resource. Tables listing the specific requirements to achieve the marks in each section of the NEA, written in ‘student-speak’, alongside tick boxes for self and peer assessment. An editable version of the tables to allow for teacher customisation. The ‘tick-box’ tables can be used either individually or as a booklet by students, to support improvements in their own attainment.

This resource is a PowerPoint presentation designed to improve teacher understanding of systems theory and systems diagrams. This resource includes an introduction to systems and key terms such as input, process, output, sub-system and feedback. It also provides an additional 23 slides showing examples of systems diagrams ranging from simple three block systems typical of the level found at key stage 3 Engineering and/or D&T, to complex systems including sub-systems and feedback, typical of the higher end of GCSE Engineering. This resource can be used to support the training of teachers in this topic area, for example, through presentation at department meetings or in teacher CPD time, or by individual teachers to develop their own knowledge and understanding of this topic.

This resource is an example of a departmental maintenance schedule. It was prepared by an experienced Head of Design & Technology and Engineering (HOD) and a Health & Safety Consultant. It was initially intended for use in the HODs own school, to provide guidance to the technician on which activities to carry out on a daily/weekly/termly basis. In use, the technician enters the date on the relevant table and ticks off the activities carried out. This allows monitoring of the activities and provides a record of the maintenance carried out. Please note that for use in other schools, it will need to be edited and customised for the specific processes available and working environment. Some blank lines have also been included for school-specific additions.

A 60 slide presentation, this pack has two purposes: reducing teacher workload and improving teacher understanding. It is designed to help reduce teacher workload and save time in sourcing and finding resources relevant to the NEA and context stated above. It can be used to support the training of teachers regarding approaches to the NEA, for example, through presentation at department meetings or in teacher CPD time, or by individual teachers to develop their own knowledge and understanding of the NEA component of the AQA GCSE Design and Technology course. Included in this resource: Notes on how to use the resource. General information about the NEA and context. Example design briefs for the context. Useful weblinks related to the context. Example products for product analysis, related to the context. Slides detailing what is required by each section of the NEA portfolio. Suggested delivery routes for the NEA. BONUS: Additional sheets detailing product analysis, specification writing and the use of SCARED for designing.

Pack of two practice examination papers for the new GCSE in Design and Technology (9-1) (written in the style of AQA). What better way for students to prepare for their GCSE examinations than by completing our expertly written practice exam style papers? These papers are written by teachers and former senior examiners to support students in preparing for the examination in the new GCSE in Design and Technology (9-1). Included in each pack: Two practice exam style papers. Associated mark schemes for each paper. Teachers’ notes, suggesting how the resource can be used effectively. What other teachers have said about our practice exam papers: ‘Thanks for these papers – they are fantastic!!’- AM, Shropshire ‘The exam papers look like a great resource’ - DW, Middlesex ‘Delighted with the papers, they will be extremely helpful’ - LD, Rutland ‘They really test and stretch the students’ ability to apply their theory knowledge!’ - MF, London

This is a pack of resources designed to support Assessment for Learning in the new AQA 9-1 GCSE Engineering. This resource presents an approach that has been proven in classrooms to raise attainment. It breaks down the NEA criteria into a series of easy to understand statements in pupil friendly language. It supports both self assessment and peer assessment, thus enabling students to identify their own areas for improvement. It can also be used to support teachers in understanding and applying the assessment criteria for GCSE 9-1 Engineering. It has been developed from an approach used for the previous GCSE Engineering course; this was developed by a former senior examiner and applied in his own classroom with great success, typically improving value added by more than one grade. **Included in this pack: ** Teachers notes, including an introduction to using Assessment for Learning (AfL) and how to use the resource. An editable version of tables listing the specific requirements to achieve the marks in each section of the NEA, written in ‘pupil-speak’, alongside tick boxes for self and peer assessment. An editable ‘front section’ for a pupil AfL workbook, explaining how to use the resource and with spaces for setting appropriate targets. Copies of KS3 and KS4 level and grade descriptor statements derived from the GCSE 9-1 Engineering specification. KS3 and KS4 ‘I can’ statements derived from GCSE Engineering. BONUS: Additional sheets detailing product analysis, specification writing and the use of SCARED for designing The ‘tick-box’ tables can be used either individually or as a booklet by students, to support improvements in their own attainment. They are not specific to an individual project, so can be used with any of the contexts provided by the exam board.

This is a pack of resources designed to support Assessment for Learning in the new AQA 9-1 GCSE Design and Technology. This resource presents an approach that has been proven in classrooms to raise attainment. It breaks down the NEA criteria into a series of easy to understand statements in pupil friendly language. It supports both self assessment and peer assessment, thus enabling students to identify their own areas for improvement. It can also be used to support teachers in understanding and applying the assessment criteria for GCSE 9-1 D&T. It has been developed from an approach used for the previous GCSE D&T courses; this was developed by a former senior examiner and applied in his own classroom with great success, typically improving value added by more than one grade. Included in this pack: Teachers notes, including an introduction to using Assessment for Learning (AfL) and how to use the resource. An editable version of tables listing the specific requirements to achieve the marks in each section of the NEA, written in ‘pupil-speak’, alongside tick boxes for self and peer assessment. An editable ‘front section’ for a pupil AfL workbook, explaining how to use the resource and with spaces for setting appropriate targets. Copies of KS3 and KS4 level and grade descriptor statements derived from the GCSE 9-1 D&T specification. BONUS: Additional sheets detailing product analysis, specification writing and the use of SCARED for designing. The ‘tick-box’ tables can be used either individually or as a booklet by students, to support improvements in their own attainment. They are not specific to an individual project, so can be used with any of the contexts provided by the exam board.

This is a pack of resources designed to support Assessment for Learning in the KS3 Design & Technology National Curriculum, using new attainment criteria derived from 9-1 GCSE Design & Technology and 9-1 GCSE Engineering. Schools use attainment criteria to facilitate the assessment of progress. However, the Secretary of State for education has disapplied the attainment criteria previously used for Key Stage 3 Design & Technology. This disapplication gives the opportunity to adopt new assessment criteria, which more accurately reflect the development of skills that will be assessed in GCSE 9-1 Design & Technology and Engineering. As a result, a group of examiners and teachers have developed a new set of KS3 assessment criteria that directly links to the skills assessed within the new 9-1 GCSEs in both D&T and Engineering. This resource pack provides support for understanding and using the new level descriptors. **It includes: ** A copy of the new descriptor statements derived from 9-1 GCSE Design & Technology and those derived from 9-1 GCSE Engineering.** Detailed teachers’ notes introducing assessment for learning and the best use of the resource. A series of editable tabes that break the level criteria into pupil friendly statements alongside tick boxes for self, peer and teacher assessment - covering each stage of the design process for both D&T and Engineering. A series of editable AfL worksheets covering each stage of the design process for both D&T and Engineering, which also support self and peer assessment. An editable ‘front section’ for a pupil booklet, with spaces for setting appropriate targets and recording progress. Example KS3 ‘I can’ statements derived from GCSE Engineering. BONUS: Additional sheets detailing product analysis, specification writing and the use of SCARED for designing. This pack can be used to support teachers in understanding and using the new attainment criteria. The worksheets can be used either individually or as a booklet by pupils, to support improvements in their own attainment. They can be used directly with existing projects or new projects, and are suitable for use across all of D&T and Engineering.

Schools use attainment criteria to facilitate the assessment of progress. However, the Secretary of State for education has disapplied the attainment criteria previously used for Key Stage 3 Design & Technology. One of the weaknesses of the previous attainment criteria was that there was no direct link to progression at Key Stage 4/GCSE Engineering. This disapplication gives the opportunity to adopt new assessment criteria, which more accurately reflect the development of skills that will be assessed in GCSE Engineering. The following descriptor statements are based on the NEA assessment criteria in the new GCSE 9-1 Engineering specification. They were developed by a group of examiners for use in their own classrooms. They were not prepared by, and have not been approved by, any exam board.

Schools use attainment criteria to facilitate the assessment of progress. However, the Secretary of State for education has disapplied the attainment criteria previously used for Key Stage 3 Design & Technology. This disapplication gives the opportunity to adopt new assessment criteria, which more accurately reflect the development of skills that will be assessed in GCSE 9-1 Design & Technology. The following descriptor statements are based on the NEA assessment criteria in the new GCSE 9-1 Design & Technology specification. They were developed by a group of examiners for use in their own classrooms. They were not prepared by, and have not been approved by, any exam board.

A 60 slide presentation, this pack has two purposes: reducing teacher workload and improving teacher understanding. It is designed to help reduce teacher workload and save time in sourcing and finding resources relevant to the NEA and context stated above. It can be used to support the training of teachers regarding approaches to the NEA, for example, through presentation at department meetings or in teacher CPD time, or by individual teachers to develop their own knowledge and understanding of the NEA component of the AQA GCSE Design and Technology course. Included in this resource: Notes on how to use the resource. General information about the NEA and context. Example design briefs for the context. Useful weblinks related to the context. Example products for product analysis, related to the context. Slides detailing what is required by each section of the NEA portfolio. Suggested delivery routes for the NEA. BONUS: Additional sheets detailing product analysis, specification writing and the use of SCARED for designing.

A 60 slide presentation, this pack has two purposes: reducing teacher workload and improving teacher understanding. It is designed to help reduce teacher workload and save time in sourcing and finding resources relevant to the NEA and context stated above. It can be used to support the training of teachers regarding approaches to the NEA, for example, through presentation at department meetings or in teacher CPD time, or by individual teachers to develop their own knowledge and understanding of the NEA component of the AQA GCSE Design and Technology course. Included in this resource: Notes on how to use the resource. General information about the NEA and context. Example design briefs for the context. Useful weblinks related to the context. Example products for product analysis, related to the context. Slides detailing what is required by each section of the NEA portfolio. Suggested delivery routes for the NEA. BONUS: Additional sheets detailing product analysis, specification writing and the use of SCARED for designing.

This is a 12 slide PowerPoint presentation prepared by an experienced, award winning teacher and former senior examiner to assist in the delivery of the systems approach knowledge as part of the Engineering and/or D&T GCSE 9-1 specifications. It could also be used as a training resource to support colleagues unfamiliar with or new to this area of the specifications. Included is an overview of what makes a system, examples of input, process, driver and output devices, the use of block diagrams and feedback. Four exam style questions are presented so that students can test their knowledge and understanding.

This is a PowerPoint explaining the common command words that could be used in exam questions for the subject, alongside a sample question and answer for each type of question. In order to maximise exam performance, it is vital that pupils fully understand the questions that they are being asked so that they are able to answer them effectively. This can make a huge difference to the grades that they achieve. In addition, with the increased emphasis on literacy in schools it is more important than ever that pupils can understand exactly what they are being asked to write and demonstrate a good command of the English language when presenting their answers. This PowerPoint based resource, written by a former senior examiner, is designed to be used by teachers in class to guide pupils through the common command words that could be used in AQA GCSE Engineering examination questions. These include which, state, give, describe, explain and discuss. It can also be printed/placed on a VLE for students to use as part of their GCSE revision. In addition to an explanation of each command word, the resource also provides a sample question and answer for each, giving pupils clear examples of how to structure their answers to each type of question.

Pack of two practice examination papers for the new GCSE in Food Preparation and Nutrition (9-1) (written in the style of AQA). What better way for students to prepare for their GCSE examinations than by completing our expertly written practice exam style papers? These papers are written by teachers and former senior examiners to support students in preparing for the examination in the new GCSE in Food Preparation and Nutrition (9-1). Included in each pack: Two practice exam style papers. Associated mark schemes for each paper. Teachers’ notes, suggesting how the resource can be used effectively. What other teachers have said about our practice exam papers: ‘Thanks for these papers – they are fantastic!!’- AM, Shropshire ’The exam papers look like a great resource’ - DW, Middlesex ’Delighted with the papers, they will be extremely helpful’ - LD, Rutland ’They really test and stretch the students’ ability to apply their theory knowledge!’ - MF, London

The new GCSE 9-1 Engineering specification contains maths requirements that were not in the previous GCSE specification. These requirements are specifically tested in the exam, where a percentage of the marks are specifically allocated to them. This resource contains a skill worksheet and a practice worksheet for each of the maths requirements of the specification (two worksheets for each requirement, or 26 in total). These summarise the knowledge needed and provide practice questions in the style of exam questions, along with worked answers. These worksheets have been prepared by former senior examiners in Mathematics, Engineering and Design & Technology. This resource includes: Teachers' notes explaining the purpose and effective use of the resource. 13 skill sheets, each containing an outline of the relevant maths skill covered, a worked example of a question and a small number of questions for students to attempt. 13 practice sheets, each containing a series of practice questions for students of an increasing level of difficulty. Mark schemes/worked through answers for all questions asked in the pack.

This is a PowerPoint explaining the common command words that could be used in exam questions for the subject, alongside a sample question and answer for each type of question. In order to maximise exam performance, it is vital that pupils fully understand the questions that they are being asked so that they are able to answer them effectively. This can make a huge difference to the grades that they achieve. In addition, with the increased emphasis on literacy in schools it is more important than ever that pupils can understand exactly what they are being asked to write and demonstrate a good command of the English language when presenting their answers. This PowerPoint based resource, written by a former senior examiner, is designed to be used by teachers in class to guide pupils through the common command words that could be used in AQA GCSE Design and Technology examination questions. These include which, state, give, describe, explain and discuss. It can also be printed/placed on a VLE for students to use as part of their GCSE revision. In addition to an explanation of each command word, the resource also provides a sample question and answer for each, giving pupils clear examples of how to structure their answers to each type of question.