A1 sized Knowledge Organiser for AQA GCSE Design and Technology (Including Design and Technology Textiles). Including key words and phrases with pictures and explanations.

AQA GCSE Design and Technology - Knowledge Organiser for Section 5 - Woods, Metals and Polymers Knowledge Organiser containing all of the key words needed in Section 5 - Woods, Metals and Polymers, 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 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

AQA GCSE Design and Technology (DT) - Exam Theory - Section 5.7 - Moulding and Joining This resource contains all of the key knowledge that the students are required to know for Section 5.7 - Moulding and Joining Vacuum Forming Blow Moulding Injection Moulding Extrusion Gluing Soldering Brazing Welding The sections in these resources align with the sections in the AQA DT revision guide by CGP Books, which gives students absolute clarity when progressing through the theory required for the exam. These resources have been developed with the following goals in mind: Allows learners to work through the theory independently, promoting challenge for all learners and ability levels Disruptive students have less effect on the progress of the learners, as the resources encourage independent learning. Promotes a love of learning, as learners self-motivate. This is particularly effective when the series of resources is used in combination with a tracker designed to show learners their progress through the resources. Allows independent home learning to be set that follows on and links clearly with the classwork. Ensures that students have covered all theory required for the exam, with absolute clarity *(particularly effective when used with a tracker) Suggested strategy: This resource is one sub-section. When used as a complete section the following strategy can be adopted: Begin the lesson by discussion of key words and ideas required in this sub-section. This can be enchanced with related videos from sites such as YouTube. Encourage students to independently research each concept they come across in the activity by using the internet, CGP revision guide, knowledge organiser (Available seperately), peer discussion, teacher discussion etc. At the end of each resource there are exam-style questions to prepare students for how the knowledge may need to be applied in the exam. When the sub-section is complete, students get this checked by the teacher and marked off on your tracker (which I recommend you set up, student names down the side, sub-sections along the top). The student can then move on to the next sub-section at their own pace, or if you wish to keep the class at the same point, they can act as consultants for the other students in the class, further cementing their knowledge. These resources have been tested, developed and implemented across our academy and have had a drastic impact on student preparedness for the exam, exam results, and student engagement with the course. The resources can also be used at KS3 in preparation for the GCSE course

AQA GCSE Design and Technology (DT) - Exam Theory - Section 5.6 - Shaping Techniques This resource contains all of the key knowledge that the students are required to know for Section 5.6 - Shaping Techniques Shaping Techniques Milling Machines Lathes 3D Printing Metal Press Casting Die Casting Bending Materials Plywood Forming Line Bender Strip Heater Annealing The sections in these resources align with the sections in the AQA DT revision guide by CGP Books, which gives students absolute clarity when progressing through the theory required for the exam. These resources have been developed with the following goals in mind: Allows learners to work through the theory independently, promoting challenge for all learners and ability levels Disruptive students have less effect on the progress of the learners, as the resources encourage independent learning. Promotes a love of learning, as learners self-motivate. This is particularly effective when the series of resources is used in combination with a tracker designed to show learners their progress through the resources. Allows independent home learning to be set that follows on and links clearly with the classwork. Ensures that students have covered all theory required for the exam, with absolute clarity *(particularly effective when used with a tracker) Suggested strategy: This resource is one sub-section. When used as a complete section the following strategy can be adopted: Begin the lesson by discussion of key words and ideas required in this sub-section. This can be enchanced with related videos from sites such as YouTube. Encourage students to independently research each concept they come across in the activity by using the internet, CGP revision guide, knowledge organiser (Available seperately), peer discussion, teacher discussion etc. At the end of each resource there are exam-style questions to prepare students for how the knowledge may need to be applied in the exam. When the sub-section is complete, students get this checked by the teacher and marked off on your tracker (which I recommend you set up, student names down the side, sub-sections along the top). The student can then move on to the next sub-section at their own pace, or if you wish to keep the class at the same point, they can act as consultants for the other students in the class, further cementing their knowledge. These resources have been tested, developed and implemented across our academy and have had a drastic impact on student preparedness for the exam, exam results, and student engagement with the course. The resources can also be used at KS3 in preparation for the GCSE course

AQA GCSE Design and Technology (DT) - Exam Theory - Section 5.5 - Shaping Materials (Power and Machine Tools) This resource contains all of the key knowledge that the students are required to know for Section 5.5 - Shaping Materials (Power and Machine Tools) Safety Steps Power Tools Router Planer Jigsaw Sander Machine Tools Sanding Disc Saw Bench Bandsaw Pillar Drill Fences The sections in these resources align with the sections in the AQA DT revision guide by CGP Books, which gives students absolute clarity when progressing through the theory required for the exam. These resources have been developed with the following goals in mind: Allows learners to work through the theory independently, promoting challenge for all learners and ability levels Disruptive students have less effect on the progress of the learners, as the resources encourage independent learning. Promotes a love of learning, as learners self-motivate. This is particularly effective when the series of resources is used in combination with a tracker designed to show learners their progress through the resources. Allows independent home learning to be set that follows on and links clearly with the classwork. Ensures that students have covered all theory required for the exam, with absolute clarity *(particularly effective when used with a tracker) Suggested strategy: This resource is one sub-section. When used as a complete section the following strategy can be adopted: Begin the lesson by discussion of key words and ideas required in this sub-section. This can be enchanced with related videos from sites such as YouTube. Encourage students to independently research each concept they come across in the activity by using the internet, CGP revision guide, knowledge organiser (Available seperately), peer discussion, teacher discussion etc. At the end of each resource there are exam-style questions to prepare students for how the knowledge may need to be applied in the exam. When the sub-section is complete, students get this checked by the teacher and marked off on your tracker (which I recommend you set up, student names down the side, sub-sections along the top). The student can then move on to the next sub-section at their own pace, or if you wish to keep the class at the same point, they can act as consultants for the other students in the class, further cementing their knowledge. These resources have been tested, developed and implemented across our academy and have had a drastic impact on student preparedness for the exam, exam results, and student engagement with the course. The resources can also be used at KS3 in preparation for the GCSE course

AQA GCSE Design and Technology (DT) - Exam Theory - Section 5.4 - 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 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 5.2 - Stock Forms and Standard Components This resource contains all of the key knowledge that the students are required to know for Section 5.2 - Stock Forms and Standard Components Timber Stock Forms Planed Square Edge Rough Sawn Mouldings Boards Metal Stock Forms Rod Sheet Tube Strip I-Section Polymer Stock Forms Ready to Use (rods, sheets, tubes) Foam Films Granules Powder Standard Components Temporary Fixings The sections in these resources align with the sections in the AQA DT revision guide by CGP Books, which gives students absolute clarity when progressing through the theory required for the exam. These resources have been developed with the following goals in mind: Allows learners to work through the theory independently, promoting challenge for all learners and ability levels Disruptive students have less effect on the progress of the learners, as the resources encourage independent learning. Promotes a love of learning, as learners self-motivate. This is particularly effective when the series of resources is used in combination with a tracker designed to show learners their progress through the resources. Allows independent home learning to be set that follows on and links clearly with the classwork. Ensures that students have covered all theory required for the exam, with absolute clarity *(particularly effective when used with a tracker) Suggested strategy: This resource is one sub-section. When used as a complete section the following strategy can be adopted: Begin the lesson by discussion of key words and ideas required in this sub-section. This can be enchanced with related videos from sites such as YouTube. Encourage students to independently research each concept they come across in the activity by using the internet, CGP revision guide, knowledge organiser (Available seperately), peer discussion, teacher discussion etc. At the end of each resource there are exam-style questions to prepare students for how the knowledge may need to be applied in the exam. When the sub-section is complete, students get this checked by the teacher and marked off on your tracker (which I recommend you set up, student names down the side, sub-sections along the top). The student can then move on to the next sub-section at their own pace, or if you wish to keep the class at the same point, they can act as consultants for the other students in the class, further cementing their knowledge. These resources have been tested, developed and implemented across our academy and have had a drastic impact on student preparedness for the exam, exam results, and student engagement with the course. The resources can also be used at KS3 in preparation for the GCSE course

AQA GCSE Design and Technology (DT) - Exam Theory - Section 5.1 - Uses of Woods, Metals and Polymers This resource contains all of the key knowledge that the students are required to know for Section 5.1 - Uses of Woods, Metals and Polymers Choosing Materials for Specific Purposes Modifications Wood (Timber) Seasoning Annealing UV Treatment The sections in these resources align with the sections in the AQA DT revision guide by CGP Books, which gives students absolute clarity when progressing through the theory required for the exam. These resources have been developed with the following goals in mind: Allows learners to work through the theory independently, promoting challenge for all learners and ability levels Disruptive students have less effect on the progress of the learners, as the resources encourage independent learning. Promotes a love of learning, as learners self-motivate. This is particularly effective when the series of resources is used in combination with a tracker designed to show learners their progress through the resources. Allows independent home learning to be set that follows on and links clearly with the classwork. Ensures that students have covered all theory required for the exam, with absolute clarity *(particularly effective when used with a tracker) Suggested strategy: This resource is one sub-section. When used as a complete section the following strategy can be adopted: Begin the lesson by discussion of key words and ideas required in this sub-section. This can be enchanced with related videos from sites such as YouTube. Encourage students to independently research each concept they come across in the activity by using the internet, CGP revision guide, knowledge organiser (Available seperately), peer discussion, teacher discussion etc. At the end of each resource there are exam-style questions to prepare students for how the knowledge may need to be applied in the exam. When the sub-section is complete, students get this checked by the teacher and marked off on your tracker (which I recommend you set up, student names down the side, sub-sections along the top). The student can then move on to the next sub-section at their own pace, or if you wish to keep the class at the same point, they can act as consultants for the other students in the class, further cementing their knowledge. These resources have been tested, developed and implemented across our academy and have had a drastic impact on student preparedness for the exam, exam results, and student engagement with the course. The resources can also be used at KS3 in preparation for the GCSE course

AQA GCSE Design and Technology - Knowledge Organiser for Section 4 - Paper and Board Knowledge Organiser containing all of the key words needed in Section 4 - Paper and Board, 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 4.5 - Paper and Board Finishes This resource contains all of the key knowledge that the students are required to know for Section 4.5 - Paper and Board Finishes Finishes Advantages of Finishes Laminating Embossing Varnishing UV Varnishing Example Uses for Finish Types The sections in these resources align with the sections in the AQA DT revision guide by CGP Books, which gives students absolute clarity when progressing through the theory required for the exam. These resources have been developed with the following goals in mind: Allows learners to work through the theory independently, promoting challenge for all learners and ability levels Disruptive students have less effect on the progress of the learners, as the resources encourage independent learning. Promotes a love of learning, as learners self-motivate. This is particularly effective when the series of resources is used in combination with a tracker designed to show learners their progress through the resources. Allows independent home learning to be set that follows on and links clearly with the classwork. Ensures that students have covered all theory required for the exam, with absolute clarity *(particularly effective when used with a tracker) Suggested strategy: This resource is one sub-section. When used as a complete section the following strategy can be adopted: Begin the lesson by discussion of key words and ideas required in this sub-section. This can be enchanced with related videos from sites such as YouTube. Encourage students to independently research each concept they come across in the activity by using the internet, CGP revision guide, knowledge organiser (Available seperately), peer discussion, teacher discussion etc. At the end of each resource there are exam-style questions to prepare students for how the knowledge may need to be applied in the exam. When the sub-section is complete, students get this checked by the teacher and marked off on your tracker (which I recommend you set up, student names down the side, sub-sections along the top). The student can then move on to the next sub-section at their own pace, or if you wish to keep the class at the same point, they can act as consultants for the other students in the class, further cementing their knowledge. These resources have been tested, developed and implemented across our academy and have had a drastic impact on student preparedness for the exam, exam results, and student engagement with the course. The resources can also be used at KS3 in preparation for the GCSE course

AQA GCSE Design and Technology (DT) - Exam Theory - Section 4.4 - Printing Techniques This resource contains all of the key knowledge that the students are required to know for Section 4.4 - Printing Techniques Lithography Offset Lithography Flexography Screen Printing Digital Printing CMYK Product Uses The sections in these resources align with the sections in the AQA DT revision guide by CGP Books, which gives students absolute clarity when progressing through the theory required for the exam. These resources have been developed with the following goals in mind: Allows learners to work through the theory independently, promoting challenge for all learners and ability levels Disruptive students have less effect on the progress of the learners, as the resources encourage independent learning. Promotes a love of learning, as learners self-motivate. This is particularly effective when the series of resources is used in combination with a tracker designed to show learners their progress through the resources. Allows independent home learning to be set that follows on and links clearly with the classwork. Ensures that students have covered all theory required for the exam, with absolute clarity *(particularly effective when used with a tracker) Suggested strategy: This resource is one sub-section. When used as a complete section the following strategy can be adopted: Begin the lesson by discussion of key words and ideas required in this sub-section. This can be enchanced with related videos from sites such as YouTube. Encourage students to independently research each concept they come across in the activity by using the internet, CGP revision guide, knowledge organiser (Available seperately), peer discussion, teacher discussion etc. At the end of each resource there are exam-style questions to prepare students for how the knowledge may need to be applied in the exam. When the sub-section is complete, students get this checked by the teacher and marked off on your tracker (which I recommend you set up, student names down the side, sub-sections along the top). The student can then move on to the next sub-section at their own pace, or if you wish to keep the class at the same point, they can act as consultants for the other students in the class, further cementing their knowledge. These resources have been tested, developed and implemented across our academy and have had a drastic impact on student preparedness for the exam, exam results, and student engagement with the course. The resources can also be used at KS3 in preparation for the GCSE course

AQA GCSE Design and Technology (DT) - Exam Theory - Section 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

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

AQA GCSE Design and Technology (DT) - Exam Theory - Section 4.1 - Properties of Paper and Board This resource contains all of the key knowledge that the students are required to know for Section 4.1 - Properties of Paper and Board Properties Flexibility Rigidity Strength and Weight Toxicity Sustainability Cost and Quality Board Finishes Properties for Application Modification Chemical Additives Stock Forms Paper Differences 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 3 - More about Materials Knowledge Organiser containing all of the key words needed in Section 3 - More about Materials, 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.