Being able to cook is an essential life skill. Students will find out about how to buy the right food, how to prepare ingredients and how to put together a nutritional meal. At the end students will be able to source and prepare a 2 course meal. A step by step guide with links to YouTube clips of Jamie preparing the same ingredients. The course can easily be taught in a half term, 2 lessons per week. Equivalent to half a GCSE

This is a student friendly unit of work based on the course textbook. It covers all the essential themes and the information needed for the exam. Questions are designed to consolidate and enhance knowledge and learning and linked to the assessment. The information is concise and delivered in a ‘this is what you need to know’ format and completely referenced to the textbook. Students are confident and ready for the exam.

Two 20 minute activity sessions giving a brief overview of aspects of these courses. Activities are based around life stages and intellectual development in Health & Social Care and in Travel & Tourism, Heathrow Airport careers, time zones and theme park development. The activities are light hearted and delivered by students in KS4. Answers are provided. Concise, quick and fun!

This guide is a ‘how to cope with this exam.’ It is my take on how to tackle the questions. I’ve tried to keep it simple and straightforward. This approach does work - students respond well and are building confidence. This is based on the ‘Sample Assessment Materials: Component 3: Health and Wellbeing’ that was used in Btec training. It can be found on the Btec website. The lay out of the exam has changed slightly, but the questions remain the same AND we are told by Btec that these are the set questions for this exam.

Whatever your interest, there’s probably a career in it. An assorted range of interests and the careers connected to them. This poster is a way of getting students thinking and researching abut potential careers.

This is a student guide we give out and practice. Each question is broken down into a ‘how to do’ format. As the questions remain the same, the aim is to give students the structure on how to approach each question. They are broken into segments (for example, make your point and give an explanation - this is a strong theme that the exam is looking for throughout the paper). Students are given examples and they have the opportunity to practice. It goes through each question giving examples of good responses and opportunity for students to follow. The guide is based on Brian - the sample marked learner work sent to centres January 2018 issued by Pearson.

The 6 & 10 marker questions are where the student knowledge and understanding of the theories are examined. My students suffer a degree of confusion and can easily get bogged down in the detail. This is an easily read overview of the theories for their revision. We also use them as revision posters around the classroom. The final page is a superb revision technique we use that we stole from the great Physicist, Richard Feynham - if there is one thing you won’t regret buying, it’s this!