2000, Carrie Paechter, Changing School Subjects, ISBN0335201199, page 43:
This is clear, for example, in the case of GCSE D&T, where students have to follow a core course in resistant materials but can gain a GCSE by combining this with another course in food technology or textiles technology
2004, Adrian Percival and Susan Tranter, How to Run Your School Successfully, ISBN0826470440, page 112:
We heard of a school that distributed timetables one week before the end of term; a boy who had been studying resistant materials throughout year 10 had food technology on his timetable.
2013, Patricia Murphy, “Gender and Technology”, in Defining Technological Literacy: Towards an Epistemological Framework, ISBN1403983054, page 224:
There is some evidence that this may be the case with girls taking electronics, and systems and controls, and this is also the case in the advanced-level examinations but it does not hold for those girls choosing to study resistant materials or for those boys choosing to study textiles and food technology.