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.
The board game tests students’ knowledge on all aspects of the knowledge required for the final exam.
The students will be able to learn or revise through competition and fun!
Although the knowledge is GCSE level, the game can be played by students across KS3 and KS4, ensuring that students are fully prepared for GCSE D&T, and understand exactly what they need to know.
The game is broken down into sections and sub-sections, aligned with the DT teaching resources available at ACA Resources on TES
https://www.tes.com/teaching-resources/shop/ACAResources
The knowledge organisers (available from ACA Resources) provide a basis for learning and revising key information required to answer the questions. The learning in the knowledge organisers is the knowledge required for the final D&T exam.
Students will answer questions on each sub section to progress around the board to the finish.
The game can be played as individuals or in teams.
Game type 1:
Each team takes it in turns to answer a question from the segment on which their playing piece stands.
If they answer their question correctly, they advance onto the next segment and will then answer a question from this category on their next turn.
If they fail to answer correctly they remain on the same segment and answer a question from the same category on their next turn.
Play continues until one team reaches the finish
Game type 2: (Quicker game)
One player from the team asks a question to their team mates, from the section on which their playing piece stands.
If their team answers correctly they advance onto the next square and another question is immediately asked from this next category.
The team must answer as many questions correctly as possible within 30 seconds and will advance by one square for each correct answer.
Game type 3: (keeping both teams in the same category)
Same rules as game type 1, however the first team to reach the end of one complete section is awarded a point, and both teams then start from the beginning of the next section.
The winning team is the team with the most points (complete sections won) by the end of the game
This allows for a time limit to be set, ensuring that all games finish at the same time if multiple games are being played across the class and a tournament or rotation system is being used.
The cards can also be used as a standalone resource as Revision cards, Questioning cues, Lesson start review resource
It is also possible to edit the cards to leave the answers blank, allowing them to be handed out as a review activity.
GCSE Design and Technology
Theory Section 5 out of 5 (All sections are available)
Section 5 - Woods, Metals and Polymers
Student Workbook
This workbook comprehensively covers all content from section 5 of the theory, required for the GCSE DT exam.
The workbook can be used as a framework for teaching, as well as for student independent working.
Each section includes worksheets and a knowledge organiser. At the end of the workbook there is also a blank knowledge organiser which can be used to review learning and retention of key knowledge.
Progress can be tracked using the free tracker available from ACA Resources on TES
https://www.tes.com/teaching-resource/aqa-gcse-dt-theory-tracker-12190083
GCSE Design and Technology
Theory Section 3 out of 5 (All sections are available)
Section 3 - More About Materials
Student Workbook
This workbook comprehensively covers all content from section 3 of the theory, required for the GCSE DT exam.
The workbook can be used as a framework for teaching, as well as for student independent working.
Each section includes worksheets and a knowledge organiser. At the end of the workbook there is also a blank knowledge organiser which can be used to review learning and retention of key knowledge.
Progress can be tracked using the free tracker available from ACA Resources on TES
https://www.tes.com/teaching-resource/aqa-gcse-dt-theory-tracker-12190083
A-Level Design and Technology (Product Design)
Theory Section C (All 9 sections A through to I are also available)
Section C - Enhancements, Processes and Finishes
Student Workbook
This workbook comprehensively covers all content from section C of the theory, required for the A-Level DT exams.
C1 - Enhancements of Materials
C2 - Paper and Board Forming Processes
C3 - Polymer Processes
C4 - Metal Processes
C5 - Wood Processes
C6 - Adhesives and Fixings
C7 - The Use of Finishes
The workbook can be used as a framework for teaching, as well as for student independent working.
Each sub-section includes worksheets and practice questions to aid retention and understanding of how the content may be presented in the exam.
Progress can be tracked using the free tracker available from ACA Resources on TES.
https://www.tes.com/teaching-resource/a-level-dt-theory-tracker-12396290
The content in this workbook has been designed to meet the demands of the AQA A-level in Design and Technology/ Product Design. The content also closely meets the requirements for Eduqas/WJEC, OCR and Edexcel.
All resources from Section 2 - An Introduction to Materials and Systems.
This is one complete section out of the 5 that make up the GCSE Design and Technology theory. This resource comprehensively covers 1/5 of the theory requirements of GCSE DT.
All 5 sections are available from ACA Resources.
This bundle includes the following:
All 8 PowerPoint resources (Section 2.1 - 2.8)
All 8 A4 printable versions (Section 2.1 - 2.8)
Section 2 Knowledge Organiser
Now also includes the complete A4 printable workbook.
(If you would like to try the resources first, All Section 1.4 resources are available as a free sample)
https://www.tes.com/teaching-resource/aqa-gcse-dt-1-4-sustainability-and-social-issues-12196648
All resources from Section 4 - Paper and Board.
This is one complete section out of the 5 that make up the GCSE Design and Technology theory. This resource comprehensively covers 1/5 of the theory requirements of GCSE DT.
All 5 sections are available from ACA Resources.
This bundle includes the following:
All 5 PowerPoint resources (Section 4.1 - 4.5)
All 5 A4 printable versions (Section 4.1 - 4.5)
Section 4 Knowledge Organiser
Now also includes the complete A4 printable workbook.
(If you would like to try the resources first, All Section 1.4 resources are available as a free sample)
https://www.tes.com/teaching-resource/aqa-gcse-dt-1-4-sustainability-and-social-issues-12196648
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 2.3 - Metals, Alloys and Polymers
This resource contains all of the key knowledge that the students are required to know for Section 2.3 - Metals, Alloys and Polymers
Ferrous Metals
Cast Iron, Low Carbon Steel, High Carbon Steel
Non-Ferrous Metals
Aluminium, Copper, Tin, Zinc
Alloys
Brass, Stainless Steel
Thermoforming Plastic
Acrylic, HDPE, PET, HIPS, PVC
Thermosetting Plastic
ER, UF, MF, PF, PR
Properties and 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 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
GCSE Design and Technology
Theory Section 4 out of 5 (All sections are available)
Section 4 - Paper and Board
Student Workbook
This workbook comprehensively covers all content from section 4 of the theory, required for the GCSE DT exam.
The workbook can be used as a framework for teaching, as well as for student independent working.
Each section includes worksheets and a knowledge organiser. At the end of the workbook there is also a blank knowledge organiser which can be used to review learning and retention of key knowledge.
Progress can be tracked using the free tracker available from ACA Resources on TES
https://www.tes.com/teaching-resource/aqa-gcse-dt-theory-tracker-12190083
GCSE Design and Technology
Theory Section 2 out of 5 (All sections are available)
Section 2 - An Introduction to Materials and Systems
Student Workbook
This workbook comprehensively covers all content from section 2 of the theory, required for the GCSE DT exam.
The workbook can be used as a framework for teaching, as well as for student independent working.
Each section includes worksheets and a knowledge organiser. At the end of the workbook there is also a blank knowledge organiser which can be used to review learning and retention of key knowledge.
Progress can be tracked using the free tracker available from ACA Resources on TES
https://www.tes.com/teaching-resource/aqa-gcse-dt-theory-tracker-12190083
All resources from Section 3 - More About Materials.
This is one complete section out of the 5 that make up the GCSE Design and Technology theory. This resource comprehensively covers 1/5 of the theory requirements of GCSE DT.
All 5 sections are available from ACA Resources.
This bundle includes the following:
All 7 PowerPoint resources (Section 3.1 - 3.7)
All 7 A4 printable versions (Section 3.1 - 3.7)
Section 3 Knowledge Organiser
Now also includes the complete A4 printable workbook.
(If you would like to try the resources first, All Section 1.4 resources are available as a free sample)
https://www.tes.com/teaching-resource/aqa-gcse-dt-1-4-sustainability-and-social-issues-12196648
AQA GCSE Design and Technology (DT) - Exam Theory - Section 3.7 - More on the Production of Materials
This resource contains all of the key knowledge that the students are required to know for Section 3.7 - More on the Production of Materials
Fabrics
Fibres
Wool Production Process
Cotton Production Process
Silk from Silk Worms
Regenerated Fibres
Synthetic Fibres
Environmental Impacts
Obtaining Wood
Drilling for Oil
Mining Metals
Farming Chemicals
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 5.3 - More Standard Components
This resource contains all of the key knowledge that the students are required to know for Section 5.3 - More Standard Components
Rivets
Hinges
Knock Down Fittings
Scan Fittings
CAM Locks
Blocks
Dowels
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 2.5 - Textiles and Manufactured Boards
This resource contains all of the key knowledge that the students are required to know for Section 2.5 - Textiles and Manufactured Boards
Blended Fabric
Mixed Fabric
Manufactured Boards
MDF
Plywood
Chipboard
Properties
Uses
How it is Made
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 - Knowledge Organiser for Section 1 - Key Ideas in Design and Technology
Knowledge Organiser containing all of the key words needed in Section 1 - Key Ideas in Design and Technology, in preparation for the AQA GCSE Design and Technology exam.
The sections in this knowledge organiser are aligned with the sections in the AQA GCSE Design and Technology revision guide by CGP Books.
This knowledge organiser is particularly effective when used in combination with our other theory resources to be found in our store.
Knowledge organisers are also available for all other sections (Sections 1-5).
Suggestions for use:
Print out the knowledge organisers as a booklet for your GCSE students. You may also consider creating a version with the descriptions in blank, so that students can use it a a worksheet to test themselves on their knowledge and identify gaps in knowledge.
AQA GCSE Design and Technology (DT) - Exam Theory - Section 4.3 - Working with Paper and Board
This resource contains all of the key knowledge that the students are required to know for Section 4.3 - Working with Paper and Board
Scissors
Knives
Cutters
Guillotines
Nets
Laser Cutters
Scoring
Die Cutting
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