I teach a cohort of predominantly male students. I use this when discussing bullying to make them aware of how their comments could be taken by other students. We also discuss how they might be subjected to sexual harassment, and how they might be accused of it. I find this session also breaks the ice as they become quite passionate about some subjects that emerge from the discussion, so I use this early in the year. At the end there is a link to a video about sexual consent.

A quick little feedback form I designed to evaluate my lessons.

A short questionnaire for learners to find out what sort of mindset they have. I use this at the beginning and end of a session on Growth Mindset to see if their attitudes have changed.

I have designed some top trump cards to use for an activity - you can type into the white boxes to fill in your own information. I use mine for a career game but these can be used for anything. Put any picture or clipart in the top box and information in the others.

A nice little worksheet for learners to think about what makes them who they are. This is where they can acknowledge what they are good at, what type of person they are, what they value and what interests they have. This can be used to think about personal statements, CVs, writing applications or used for self esteem or self respect lessons.

Are you a tutor with lots of groups and struggle to remember what subjects you’ve covered? I have that problem so I use a tracking sheet. This one is almost blank; fill in the subjects along the sides and tick them off when you’ve done them (copy and paste tick).

These 9 cards describe various scenarios which indicate safeguarding problems. Learners can use these to discuss risks, problems arising, things that might help. These get discussions flowing about the problems and to consider how people they interact with daily might be facing these problems. A good introduction to advise them what to do in these situations.

This is an activity designed to create debate and discussion amongst learners around the subject of equality and diversity, employment and discrimination. The cards can be used to identify the 9 protected characteristics, and to identify things that might affect them getting a job.

An activity for learners to discuss different signs and risks of radicalisation. They can discuss which ones they think are signs of it, and which are not. All the cards can either be a sign of radicalisation or not. They could be set a task to roleplay a scenario with some of the cards, or brainstorm in groups, other reasons for this change of behaviour. The end goal should be that the learners have an idea of what Prevent is for and to recognise signs of radicalisation. They should know the procedure within your establishment for reporting concerns.

This is a little activity to get learners thinking about the pros and cons of working for yourself. In groups, they discuss what they think would be a positive and what would be a negative. They can use them as discussion prompts, or to rate the positives from least important to most important. These activities are great opportunities for generating discussion and debate among the learners.

This is a bundle of 5 crosswords with the answer sheet, on the following subjects: British Values Prevent Duty Equality and Diversity Democracy Rule of Law

This is a quick little worksheet for learners to find out how they work in a team environment. Learners grade each role as to whether it sounds like them or not, and the highest scoring role is their role. They can then use this information to develop their team working skills. It also allows learners to evaluate if they have leadership qualities, initiative, and communication and negotiation skills which can then be developed further using other activities and assessment. This can also demonstrate how different types of people can work well as a team, and that everyone works in different ways and have different strengths to contribute.

This is a single sided A4 summary of what British Values, Prevent and Safeguarding are. It was written to remind learners throughout the year, so that they would be able to answer confidently if Ofsted ask them what it is. There is space to add your Safeguarding Team contact number and I have left it editable so that you can make changes to suit your institution.

These are a different 9 cards which describe various scenarios indicating safeguarding problems. Learners can use these to discuss risks, problems arising, things that might help. These get discussions flowing about the problems and to consider how people they interact with daily might be facing these problems. A good introduction to advise them what to do in these situations.

These are cards with various soft skills, designed to aid discussions and activities relating to employability skills, soft skills and transferable skills. These can be used as prompts for learners to think of situations they have dealt with in order to evidence it for interviews or CVs, Personal Statements and Application Forms.

These cards are designed to get learners thinking about different, common, mental health disorders. In groups, learners research one disorder and present back to the class. Or, in groups, learners brainstorm what they know about the disorder - symptoms, changes of behaviour, things that might help. Or tutor could describe scenarios for the learners to match with the disorder.

This is a handy tool for monitoring learners attendance to their course, GCSEs and other commitments they are required to attend. I give these to learners who are not attending GCSEs as this can evidence your attempts to improve their attendance.

A quick essay planner to help students plan how their essay will be set out. It can also be used to write the essay in stages to break it down.

This is a bundle of 2 crosswords and answer sheets on the subject of managing money and employment finance.

I work with trade students so discussing the Considerate Constructors Scheme is important so that they know what is expected of behaviour and attitude on a construction site, which is similar to what we expect at college. After speaking to them about the CCS Code of Practice, I split the class into 5 groups and give them a different card to discuss how they can show that they adhere to this code while they are at college.