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 15 page workbook covers the following criteria for 18 GLH (based on 6 weeks of 3 hour lessons) State what does independence mean List areas of your life could involve independence Self-assess yourself to state how confident you are How would it benefit you / others to be independent in each area stated above State ways you could travel in your local area State where you could go if you could use each method of transport (from above) independently State ways you could stay safe when travelling by ___________ Develop a crisis plan – in the event of…. lan a journey between __________ and _____________ Independent travel reflection This workbook has been edited so you can change it and repeat page 5 to use for multiple methods of transport. I did create some Kahoot quizes for the 4 methods of transport i used - car, bus, train and walk, so if you would like these, please ask in the review section once purchased!? the last 3 pages are the same piece of work but differentiated, so you can choose which one / all 3 to use in lesson, depending on the level of your learners. Thanks for looking / buying.

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.

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

Included - 8 slide powerpoint guiding you through lesson objectives and lesson plan and points you to where to complete work on the worksheet. - (presentation is basic white background to allow you to change as needed) + 3 page resource allowing for group discussion and individual written work / assessment. Resource is based on a 90 minute lesson allowing learners to discuss the meaning of the terms - E&D, identify how to deal with different scenarios and be inclusive in own life - also included is a discussion around E&D linked to work ( what is wrong with different job titles) Resource is in PDF but available in word format - message directly prior to purchase

City and Guilds - Unit 401 Planning for Progression workbook A comprehensive 19 page workbook that tracks, skills, qualities, achievement and targets for learning. Outcomes met: 3. The learner will recognise personal strengths (skills, qualities and attitudes) needed for learning and work Assessment Criteria 3.1 Identify positive qualities and attitudes needed for study and work 3.2 Outline his/her own personal strengths 3.3 Give an example of something related to learning and work that he/she felt good about and something he/she feels confident doing The learner will action plan for self improvement Assessment Criteria 4.1 Identify areas for improvement 4.2 Identify realistic targets 4.3 Prepare an action plan or contract to meet targets 4.4 Identify arrangements for reviewing progress

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

A workbook designed to guide young people through the initial stages of job searching / engaging with employees.

A 23 page workbook for Unit BTEC Unit 10 Taking Part in Exercise and Fitness. Worbook includes assignment brief and learner declaration. plus all summative assessment evidence sheets. Learning Outcomes covered are: 1.1 Describe different exercise and fitness activities 1.2 Identify different exercise and fitness facilities 2.1 Describe an induction process for an exercise and fitness activity 2.2 Describe warm-up and cool-down activities 3.1 Actively participate in exercise and fitness activities and demonstrate: • time management skills • appropriate dress for the activity • following instructions provided by the activity leader • following health and safety guidelines before, during and after activities 4.1 Identify own strengths and areas for improvement in exercise and fitness activities 4.2 Suggest ways of improving own performance in one activity

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.

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

This is a 3 hour lesson powerpoint meeting P1 criteria : Outline the functions of the main cell components This comprises of 31 slides, each has a different cell component and its function and location. Includes starter activity and link to youtube visual

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).

This workbook is designed to discuss and allow young people to analyse their own wellbeing and develop actions plans to improve it. Activities allow for group discussions, individual research, setting targets and reviewing progress. The booklet is designed to cover 4 lessons, each one being around 45 mins to 1 hour - this includes time to share ideas and discussions. Learning outcomes covered are: Lesson 1 learning outcomes • Assess own health and wellbeing and create 2 personal targets linked to improving own health and wellbeing Lesson 2 Learning outcomes • Develop an action plan (to do list) of things you can do daily to help improve your health/ wellbeing • Analyse a range of methods used to de-escalate and improve mood Lesson 3 Learning outcomes • Review daily checklist used to improve wellbeing • Identify a range of things that make us healthy • Research 3 facilities you could access, linked to improving your health Lesson 4 Learning outcomes • Review daily checklist used to improve wellbeing • Re-Asses own health and wellbeing and justify how and why results differed from assessment 1 • Review health and wellbeing targets set on ILP

A workbook designed to guide young people through a project / work placement. Identifying their ideal job, qualities and skills and evidence of the tasks they carry out. Could be mapped to any qualification linked to: Contributing to the Community Community Project Work Trial Work Experience