This intensive one-day course will focus on raising the attainment of lower attaining students in AQA GCSE Design and Technology. We will focus on building knowledge and exam skills, particularly in the areas lower attaining students tend to struggle; how to gain vital additional marks in key exam questions; and on effective strategies to maximise performance in the non-exam assessment (NEA).

The course will be delivered by a high performing teacher who has consistently delivered exceptional value added, including as head of department in one of the most challenging schools in the country.


  • Understand the barriers to success for lower attaining students in D&T and how these can be overcome
  • Embed the teaching of exam techniques to enhance the performance of lower ability students for linear exams
  • Utilise strategies to encourage independent learning and improve exam performance
  • Develop effective techniques to help lower ability learners to retain knowledge, understand concepts and develop skills
  • Sharing good practice
DATE & LOCATION Online | Tuesday 22 June 2021
Online | Tuesday 06 July 2021
  • Heads of department (Art or Design Technology)
  • Teachers who are delivering the AQA GCSE Design & Technology Specification
  • Teachers who are considering changing to AQA GCSE Design & Technology specification
IN-SCHOOL You can also book this as an In-School Course
  • A specially prepared folder of 50+ pages full of detailed notes, practical advice and guidance
  • Notes prepared by the educational experts leading the course
  • Expert produced PowerPoint presentations
  • CPD Certificate of attendance
  • Two course restaurant lunch
  • Refreshments throughout the day
  • Guaranteed high quality venues

10.00 – 10.20am
Understanding the big picture with lower ability learners

  • Understanding the factors that limit the success of lower attaining students in D&T
  • How to adapt the classroom experience to remove barriers to attainment
  • Using data to identify strategies to remove the barriers to attainment

10.20 – 11.10am
Effective teaching approaches for raising the results of lower ability students

  • Exploring the key teaching and learning approaches that work best with lower attaining students to increase understanding and engagement l Supporting the development of subject literacy with literacy-weak students
  • Practical ways to support students in retaining knowledge for assessment
  • Using practical activities to develop increased attainment
  • Using high quality resources to accelerate results with lower ability students
  • Supporting lower ability students with independent learning through AfL and peer assessment

11.10 – 11.30am: Discussion: coffee break

11.30 – 1.00pm
Raising attainment in the examination

  • Identifying the barriers to success for lower attainment students: an examiner’s view
  • Practical strategies for building students’ ability to qualify responses and answer questions effectively
  • Planning and delivering key exam and revision skills to support struggling students
  • Alternative teaching strategies and approaches to take away and use immediately with lower attaining students to raise achievement

1.00 – 2.00pm: Lunch and informal discussion

2.00 – 3.00pm
Raising attainment in the NEA

  • Alternative course structures to raise attainment and support the less able students
  • How to give students the skills they need to raise results in the NEA including effective annotations to add detail and writing in a concise manner
  • Fresh ideas to use with struggling students to reinvigorate teaching in each section of the NEA

3.00 – 3.15pm: Discussion: afternoon tea

3.15 – 3.45pm
Pulling It All Together

  • Effective ‘joined-up’ teaching strategies: making connections and links in your teaching to use the NEA to improve exam performance of lower attaining students
  • Planning for success: developing an action plan to support improved attainment

3.45 – 4.00pm
Questions then depart

Paul Anderson

Paul is an award-winning teacher and consultant, specialising in Engineering and Design & Technology. His students have consistently achieved outstanding value-added, typically exceeding their targets by 1.5 to 2 grades. Paul was awarded a Gatsby fellowship for his work in D&T and has had several senior examiner roles for engineering qualifications, including Principal Moderator and Chief Examiner. He has also written or co-authored sixteen Engineering and Design & Technology textbooks, along with over 100 published teaching resources.