Resources designed to support the delivery of Kayleigh's Love Story. ***I am keeping these free as I want as many pupils to watch Kayleigh's Love Story and to get as much as possible out of it.*** These were designed for Year 10-13 pupils with Moderate Learning Disabilities so may be a little basic for the average pupil. A letter to inform parents about the showing of Kayleigh's Love Story to pupils, inviting them to watch it with staff. Editable for your own school. Before and after sheets to see if there are any trends in attitude towards online safety before and after watching the film (I gave out anonymously to a few pupils in each class). Sorting activity using real messages sent to Kayleigh Haywood, pupils read and decide whether they come from someone who is trustworthy, untrustworthy or not sure. Background information for teachers and ideas for discussion. E-safety credit card sized information to print and laminate for each pupil. Online presence information and tasks for a lesson when you have access to a computer. With my pupils, I also used the Friendbook activitiy here https://www.tes.com/teaching-resource/friendbook-activity-6432762 to show pupils just how much information their profile can give away; the e-safety quiz here https://www.tes.com/teaching-resource/esafety-quiz-6451165 as an interactive quiz I also showed pupils how to change their privacy settings on Facebook.

Printable display featuring five questions used for restorative practice interventions to resolve class problems.

Entry level English- plan a film. Worksheet to use including sections for title, characters, plot etc. I photocopy on to A3 so they have space to add detail.

I made this worksheet for homework for my MLD class. Low ability have to fill in the number of each object their true love gives and fill in the occasional label. The objects are in the correct order so numbering is very easy. Middle have to fill in the number and fill in more complicated labels. High ability have a mixed-up worksheet, so the numbering is more difficult. They also have most of the labels missing.

Mapreading worksheet and instructions. Pupils are given a map with unlabelled roads . They use the instructions to label the roads. They use the instructions to find given grid references and draw the correct symbol in the box. I named the town Ellistown and referred to Mrs Ellis's mansion as well as Ellis Hill, all cheekily named after myself. It is easy to change these names to refer to yourself or your own school. An extension activity is also given- pupils create their own town on a blank copy of the same grid, using their own key. I then ask the pupils to create their own description of their town similar to the one they were given. If time permits, they swap instructions with a peer who then has to work out what their map looks like.

Information about the religious diversity of Great Britain and a poster-making task.

Eight worksheets providing evidence for six of the eight challenges in module 1 of the S&R ASDAN short course. 1A1- pupils play body knowledge game. The worksheet gives space for photographic evidence and then a pupil's comment. 1A2- pupils discuss body shape. In the first activity they choose which body shape is ideal for a girl and for a boy. They share which they chose (if they feel comfortable doing so). Typically both genders believe the opposite sex find the thinnest pictures ideal, when they discover that actually both genders tend to prefer people in the middle. Pupils then create an mindmap on how famous people look and a class mindmap on the pressures on teenagers to look a certain way (the worksheet includes a photo of my class's work- replace it with your own) 1A3- pupils have a list of changes that happen during puberty. Cut them up individually before the lesson and ask them to sort into what happens to boys, girls and both. The answers are on the first page. 1A5- pupils answer written questions on what ages children are told about different important life changes such as puberty and sex. They tick which sources of information they think are most reliable and knowledgeable. They pretend to be a parent faced with a difficult question to answer, and have a go at answering themselves. They finally cut out different important things children are taught about and glue on to the picture representing which age they feel it should be taught. 1A7- they write a review on a body knowledge TV programme. The worksheet is aimed at someone who watched "Teen Taboos: sex, teens and infections" which I accessed for free online. It can easily be edited to be used with a different program. 1A8- (another suitable challenge)- play body builders where they draw around a volunteer and label the body parts called out by the teacher. Keep going until they get it wrong. I start off with easy ones and move on slowly to more difficult or more embarrassing ones. Quite good as an ice breaker game if you want your pupils to be comfortable using particular terms for different body parts or talking to you about embarrassing things. Worksheet includes instructions and space for photographic evidence.

Six worksheets which provide clear evidence for the whole topic of Communicating Experiences as part of the Entry Pathways qualifications. Assessment Criteria covered are AC 1.1, 1.2, 1.3, 2.1, 2.2, 3.1 Can be used with any experience you feel relevant to your pupils. With my SEN pupils I preferred to photocopy each worksheet onto A3 so they have plenty of space. The worksheets cater for Entry Level Three students but can easily be adapted for lower ability pupils by leaving irrelevant sheets out. Pupils state what experience they will talk about, outline who, where, when and what happened. They use adjectives to describe what happened, feelings, actions and words. They give the opinion of themselves and someone who disagreed and fact to back both up. They are finally prompted to type up their experience in their preferred format such as a newspaper article, a straight piece of writing, a story, an interview etc.

Worksheets created for SEN pupils working through the Entry Pathways English syllabus, in particular exploring events and characters in audio-visual texts. Providing clear evidence for AC 1.1, 1.2, 1.3, 2.2, 2.3, 2.4 and 2.5. They can also be used for evidencing coursework of other qualifications. We watched Of Mice and Men. Some pupils ordered the main events which were photocopied on A3 and cut up. Pupils detail what happens in the moments before, during and after four given key events in the text. They then look in detail at the theme of violence throughout the text. They create a violence map showing who is involved in any acts of violence. Pupils answer questions on who is most violent, why and how the characters' actions affect the way we feel about them. They discuss whether Lennie is a violent man or someone who accidentally performs violent acts, whether violence is seen as acceptable on the ranch with examples. These questions are either read and written independently by the pupils or discussed with a member of staff who then writes their comments down as evidence.

Made for my year 7 MLD pupils. Low ability pupils draw and label 6 items they think they would need to survive in the rainforest, then name and draw 4 dangerous rainforest animals. Middle ability pupils list 6 items , 5 rules for staying safe and name and draw 5 dangerous rainforest animals. High ability pupils make a kit list of 10 items, 5 health and safety rules, name 5 dangerous animals and give 6 instructions to build a shelter.

A collection of worksheets designed for pupils to work through, giving clear evidence for Assessment Criteria 1.1, 1.2, 2.1 and 2.2. Twelve worksheets altogether, which I find best photocopied onto A3. Designed so that higher ability pupils can work fairly independently. Pupils identify what customer service is, giving examples of good and bad. They identify eight stages of customer service in a restaurant, giving examples of good and bad. They identify the consequences of good and bad customer service for the customer, the server and the restaurant. They have the opportunity to practise customer service skills. They then complete a restaurant task where they are the manager and have to describe their own qualities that they can bring to a restaurant team, identify types of task, assign duties to staff taking into account their personalities, choose some staff to attend training courses with a given budget, identify problems each member of staff may face taking into account their personality and suggest informal and formal solutions to those problems.

Three worksheets designed to give clear evidence for all Assessment Criteria for the Basic Cooking part of Entry Pathways. I have attached very simple recipes which I used with my SEN pupils. Pupils choose a recipe, give reasons for their choice, identify ingredients and equipment, circle potential health, hygiene and safety issues and give ways they will ensure hygienic and safe preparation and practise as their plan. They then cook the recipe they chose, ensuring plenty of photographic evidence is created. They reflect on their work by stating who completed different tasks, whether their group worked well, how they could improve, how healthy their recipe is and how it can be made more healthy. They circle ways which they ensured they were safe and hygienic and make suggestions for how to improve their own safety and hygiene. They finally review the product saying what they liked and how it can be improved with space for a photo of the final product at the end.

Pupils use pictures of advertisements and sort them into the intended audience (children, teenagers, young adults, parents, old people, women, men and couples). Higher ability are given a computer to find their own examples for each type of audience. Lower ability are given a variety of adverts to use (kids eat free restaurant, princess shoes, make up, spot cream, beer, men's shower gel, retirement package and his and hers matching watches). They then give reasons why the advert they chose would appeal to those people.

A collection of worksheets designed for pupils to work through, giving clear evidence for Assessment Criteria 1.1, 1.2, 2.1 and 2.2. Eight worksheets altogether, which I find best photocopied onto A3. Designed so that higher ability pupils can work fairly independently. Pupils start by watching an episode of Benidorm- the worksheets are based around Series 7, Episode 6 but could be edited easily to be used with any episode. They are then given a flow diagram showing the team of the Solana Hotel. Their task is initially to describe the role of each team member from the diagram. They then look at each character individually and describe good and bad customer service skills shown by that team member in the episode they watched.

Created for my Year 7 MLD class. Low ability pupils colour a country in, find out and draw the country's flag and a landmark. Middle ability do as above, but also find out given key facts e.g. capital city and population. High ability as above, but also have space for 3 "fun facts" for them to find out.

Worksheets with real data about the weather in Birmingham, UK. Pupils firstly think for themselves to estimate which months they think are hottest, coldest, most and least rainy, using their own experiences. They are then given a basic table with the facts about temperature and rainfall. Pupils are asked similar questions using the data they have been given and work out the average temperatures for the summer and the winter. Finally, pupils plot a bar graph and line graph showing the rainfall and temperature they have found out. As an extension, I asked pupils to use the internet to research the same data for a city in another country, fill in a blank table and another graph. They then wrote comparisons of the two cities.

Pupils were given the challenge to design a new classroom chair. They firstly had to research using the survey given. They then had to identify a Unique Selling Point and design a chair around that. They had to design a poster to advertise their chair. Finally they had to show their poster to pupils and pitch their idea, gathering feedback using the second survey provided.

Sam – a year 10 pupil - wants to know how good his hearing is and what the average cut off point for high frequency hearing is for a person of his age. Sam finds that he cannot hear sounds above 22,000 Hz. Work out what the average cut off point for high frequency hearing is for your class and compare it to Sam’s. Pupils listen to tones of increasing frequencies until they can no longer hear to make some data. They write a plan by considering how much data to collect, the apparatus needed, safety and fairness. They collect and record the data for their own class in a results table. They show their results in a graph, describe a trend or pattern and link their own results back to Sam's. They conclude by describing any problems they had in collecting their data. If pupils fill in the worksheets fully they should get a high mark automatically.