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.

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.

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.

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.

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.