This 12 page Healthy Eating workbook holds over 30 hours of guided learning. Outcomes met are: Identify the main food groups Describe how each food group helps your body stay healthy Explain why a balanced diet is important in leading a healthy lifestyle Demonstrate an understanding of healthy and unhealthy foods Plan a healthy meal for a teenager Plan and make a healthy meal - shopping list included. Recommended foods for certain groups of people - elderly, child, professional athlete

This workbook contains 18 pages and over 50 hours of guided learning. Unit outcomes met in this workbook are: Identify healthy and unhealthy activities Identify healthy and unhealthy elements of your own life (Alcohol, diet, drugs, sleeping habits, personal hygiene, personal relationships, physical activity, practising safer sex etc. Prepare a poster to inform others of the importance of leading a healthy lifestyle As a group discuss what is meant by personal hygiene. List below problems that are caused by lack of personal hygiene What affects can personal hygiene has on a person’s wellbeing Gather a range of leaflets about sexually transmitted infections (STIs) and contraception. Design your own leaflet, explaining how important safer sex is it ensuring sexual health Think about your current lifestyle - Make a list of things you could do to help you improve your personal wellbeing. Now pick 3 of these off your list that you can work on for the next 4 weeks Review of your healthy lifestyle action plans - Went well, did not go well, could be improved

This 11 page workbook holds around 30 hours of guided learning Based on the ASDAN unit - managing own money. Criteria covered is: Make a list of your regular income and expenditure Research the different current accounts, savings accounts and personal loans available from at least three different organisations and produce a leaflet on their current account and savings account Identify the most suitable option for you in each of the following situations *State at least 6 different methods of paying for goods Show that you know how to purchase a variety of items (at least two) using different methods of payment

This lesson was graded as Outstanding during an OFSTED visit - adaptable to all levels. a 90 minute lesson to help improve individual communication and 2 way conversation This purchase includes: Tickbox lesson objectives (I laminate this so learners can use this every day they are in). Lesson plan - lesson objectives are broken down but names removed. On back of lesson plan is justification of social groups a space for E&M levels to help justify differentiated resources An example resource to consolidate day, date, month and year and the questions asked in earlier part of the lesson Discussion worksheet - to consolidate topics and contributions to discussion. Higher Order Thinking Skills - prompt sheet (hand out to higher level learners and tick focus area for that lesson)

This resource is a 1 hour review lesson resource allowing learners to reflect on enrichment / sport sessions. The resource is designed to allow the first 3 entries to be completed before the lesson : What the sport is, who they work with and the personal target they will work on. They then have the opportunity after the lesson to give the peer they worked with some feedback if you require a word version, please contact me direct after purchase. Thanks for looking / purchasing

This resource pack is made up of 14 worksheets covering BTEC Workskills unit 35 in its entirety + 1 x Unit Assignment sheet for the unit and powerpoint document guiding you through each criteria and activity (27 slides). The following BTEC criteria are met in this pack: 1.1 Outline health and safety responsibilities of self and others in the workplace 1.2 Identify sources of workplace health and safety information 1.3 Outline why it is important to report workplace accidents 2.1 Outline the difference between ‘hazard’ and ‘risk’ 2.2 Identify health and safety hazards in the workplace 2.3 Identify health and safety risks in the workplace 2.4 Identify ways in which accidents can be avoided in the workplace 2.5 Outline reporting and recording procedures for hazards and risks in the workplace 3.1 Identify types of emergency that can occur in the workplace 3.2 Identify procedures for different types of emergency in the workplace 4.1 Comply with organisational and legal requirements for health and safety in the workplace Criteria such as 2.2, 2,3 and 4.1 have multiple worksheets as these are mixing knowledge and competency and have spaces for picture evidence to be added. 1.1 worksheet requires the examples from the BTEC unit book ‘guidance notes’ to be copied and pasted, so learners can separate them into the employer/ employee responsibilities, or you can add your own. 1,2 and 4.1 worksheets prompt learners to carry out their own research. Risk Assessments and risk level calculation tables are included within 2.2 worksheets. Also included is the unit assignment sheet, outlining the tasks and criteria that is met. Note - This is subject to your own organisations IV process.

Resoures included within this pack: Powerpoint on job searching Activities around ways to search for jobs and evaluating these Matching own skills to jobs Analysing job adverts CV template Covering letter template Interview questions and template Witness statement A unit tracking sheet that covers the following criteria Identify a job that they would like to apply for, by: • Listing different ways to search for a job • Identifying Pros and cons of job searching methods • Researching to find an appropriate job advert Identify the skills and qualities required for the job Identify own skills and qualities that would make them suitable for that job : • Link to job advert • Link to job description • Link to person specification Plan steps towards making a successful job application including identifying: • An appropriate format for the application • Relevant information to include in the application • Who to check the application with before submitting it Check accuracy and submit a mock / formal application Prepare to attend an interview, including identifying: • Questions that the interviewer might ask and appropriate answers • Relevant experience/information that it would be useful to communicate to the interviewer Present information about themselves at an interview responding to questions with relevant information and using appropriate language Use feedback to review their performance and state what they would do differently in the future

This unit workbook meets the entire unit, totaling 30 GLH and covers the following criteria at Level 2: 1.1 describe what a drug is 1.2 give examples of legal drugs 1.3 give examples of illegal drugs. 2.1 describe the differences between the classifications of drugs 2.2 identify a drug from each classification. 3.1 describe the effects of drug misuse. 4.1 impact – on self and others. 5.1 identify where you can obtain information for treatment and support to help overcome drug misuse. The workbook guides you and the students through the criteria and involves activities such as creating leaflets, researching organisations and filling in tables.

The unit powerpoint is within this pack and guides you through the worksheets and includes screenshots of worksheets so you know which ones to use. The order of these may need changing depending on the length of your sessions. Powerpoint inclused some ideas for starters and links to youtube clips to analyse leaders. Only thing not included is the unit assignment brief and formative and summative assessment sheets, as these were not made by me. All worksheets within this pack cover the criteria for Unit 74: Start the unit with the ‘Guess the Leader’ document / starter activity. 1.1 Describe the main features of leadership Start with the ‘1.1 Features of a Leader’ worksheet Then complete ‘1.1 Describe features’ Then complete document titled ‘1.1 and 1.2’ (This ‘1.1 and 1.2’ worksheet is accompanied by the ‘Scenarios’ document, which needs cutting up and handing out so students can assign a feature of leadership to each scenario and then discuss) 1.2 Describe how own skills and qualities relate to the main features of leadership - on this document i have made reference to a ‘Self assessment’ which is a seperate worbook available to buy within my shop, but you can remove this column from this worksheet. On this same workskeet, it asks you for ‘strengths observed by others’ - ask students to complete the ‘communication map’. worksheet and you can use a ‘BTEC Observation record sheet’ to document their feedback. 2.1 Describe the range of skills that can be used to lead others 2.2 Describe how own leadership skills can be put into practice in order to lead others 3.1 Select a suitable activity to demonstrate leadership skills 3.2 Explain how the selected activity will enable demonstration of an appropriate range of skills.

The Resources in this pack cover all creiteria for Unit 78 and included the unit powerpoint used to guide students through a range of starter and learning actities to meet the following criteria: (this covers 10 GLH - but has been delivered over 20 hours due to additional resources included) 1.1 Describe key aspects of a viable product or service 1.2 Describe why people might want to buy their product or service (there are 3 resources for which cover planning for fundraising events and Charities to donate to) 2.1 Describe the tasks that need to be completed to carry out the enterprise activity 2.2 Present the timelines required to carry out the tasks identified 2.3 Create a coherent plan for implementing an enterprise activity, including the tasks and timelines identified 3.1 Assess main risks that may occur in implementing the enterprise activity (2 resources) 3.2 Discuss ways to minimise the risks (2 Resources)

Workbook covering all criteria for ASDAN (or equivalent) Making the most of Leisure time unit, including unit tracking sheet and extension activities

City and Guilds Employability Skills Level 1 Unit 403 - Work-Based Experience log book covering outcomes: 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2, 4.3. Log book is 24 pages long and demonstrates the importance of work experience, tracks learners performance, allowing for provider and assessor feedback and student review / reflection

A RARPA style work placement log book to track personal target progress whilst on work placement

a step by step guide for learners to peer teach each other about how to add and regroup 2 and 3 digit numbers

a simple starter to recognise and order the notes in current UK banking circulation

This package includes 29 MS Word worksheets/ resources, 1 powerpoint guiding you through the resources and 2 powerpoints used as employability based starter activities. The master powerpoint has been stripped of all logos and colours to allow you to add some jazz, but resources are explained. Some resources are basic to allow for discussion and consolodation of leaning and some have prescriptive instructions. Note: Slide 6 on the PP, refers to a workbook. This workbook is not part of this package and is available to buy within my resources. Please remove this slide, if you don’t wish to buy this resource. Criteria covered is: 1.1 Identify a job that they would like to apply for, by: • Listing different ways to search for a job • Identifying Pros and cons of job searching methods • Researching to find an appropriate job advert 1.2 Identify the skills and qualities required for the job 1.3 Identify own skills and qualities that would make them suitable for that job : • Link to job advert • Link to job description • Link to person specification 1.4 Plan steps towards making a successful job application including identifying: • An appropriate format for the application • Relevant information to include in the application • Who to check the application with before submitting it 1.5 Check accuracy and submit a mock / formal application 2.1 Prepare to attend an interview, including identifying: • Questions that the interviewer might ask and appropriate answers • Relevant experience/information that it would be useful to communicate to the interviewer 2.2 Present information about themselves at an interview responding to questions with relevant information and using appropriate language 2.3 Use feedback to review their performance and state what they would do differently in the future This unit - including time to do 1 week of trip to do practical job searching and 2 lessons of CV writing, easily lasts 30 hours (based on 10 lessons of 3 hours lessons).