This guide to disruptive technologies provides ideas and rationale for why disruptive technologies should be taught as part of the Design and Technology secondary and post-16 curriculum. It provides examples of disruptive technologies, discusses how they might be introduced in a classroom setting and supports in...

Bitcoin (₿) is cryptocurrency, a form of electronic cash. The aim of this group task is to model the process of bitcoin mining and to explain the blockchain environment. The class divides into groups, each member taking a specific role in the bitcoin process: 'puzzle maker', 'mathematical verifier', 'miner' and '...

This set of subject criteria were produced by the Qualifications and Curriculum Authority (QCA) in 2006 for Awarding Bodies to produce design and technology specifications for teaching in England, Wales and Northern Ireland.

AS and A level subject criteria are intended to set out the knowledge, understanding...

This set of subject criteria were produced by the Qualifications and Curriculum Authority (QCA) in 1999 for Awarding Bodies to produce Chemistry specifications for first teaching in England, Wales and Northern Ireland in 2000.

AS and A level subject criteria are intended to set out the knowledge,...

This set of subject criteria were produced by the Qualifications and Curriculum Authority in 2006 for Awarding Bodies to produce AS and A level science subject specifications, in biology, chemistry, physics, psychology, geology, electronics and environmental science.

AS and A level subject criteria are...

Written in 2004, this is a report by the Qualifications and Curriculum Authority (QCA) reviewing standards over time in design and technology A levels between 1978 and 1998.

...

A report published in 2013 from the UK’s Institute of Physics looks at patterns of gender bias in six A-level subjects, all of which are taken by large numbers of students and all of which have a significant gender imbalance. The subjects considered are English, biology, and psychology (which are more popular with...

This collection of resources from SAPS is designed to support the use of practicals across various A-level biology 2015 specifications for England (OCR, AQA, Edexcel and Eduqas).

The resources include:

• Tested materials to support the A-level practical endorsement in England (CPAC)
• ...

This resource, from SAPS, supports the use of practicals across 2015 A-level biology specifications.

...

This experiment provides a quick and eye-catching way to teach about the vascular tissue in plants and the structure of plant stems. It provides students with the opportunity to develop (and demonstrate) their scientific drawing skills as well as their use of a light microscope and eye-piece graticule.

The...

This updated version of the SAPS algal balls resource is designed to support the use of practicals across 2015 A-level biology specifications.

Students measure the rate of photosynthesis in comparison to the rate of respiration. Because of this, it is possible to determine the light intensity at which the...

This resource from SAPS supports the use of practicals across 2015 A level biology specifications.

...

A set of resources that can be used by career advisers, science teachers and parents to help give guidance to students about subject choices suitable for pursuing a career in the pharmaceutical industry.

Getting experience - Recruiters usually look for people to have had some exposure to the...

From the ABPI, these are a interactive resources for students, covering a variety of biology topics. 

Produced on behalf of the Advisory Committee on Mathematics Education (ACME) in 2009 by Roger Porkess, this is a position statement on Qualifications in Mathematics at Level 3 from 2011.

The report outlines twelve recommendations on the scope and format of assessment of mathematics at level 3 available to...