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Sample Application Letters

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					                                                                Autumn Term 1
Week
             Date      Theme and Obj
No.
1 to 7                 Choices - post 16
         1     5-Sep




                       What is important this year? What do I
         2 12-Sep
                       want to know?




         3 19-Sep What Job/ What College?
4 26-Sep Application Forms




5    3-Oct Tauntons assembly




             Interviewing/ Personal statements/
6   10-Oct
             Tauntons assembly
      7   17-Oct Interviewing/ Personal statements/




                                                          Autumn 2

8 to 15          Sex Education




                 Be able to describe that using alcohol
                 may cause young people to take risks
      8   31-Oct with their relationships
                 Develop ways of reducing such risks
           Describe the different types of
           STIs and how they are transmitted
 9   7-Nov Develop ways to avoid transmitting
           or acquiring STIs
           Assembly by Tauntons on IB in gym




          Be able to identify where they can
          access information, help
          and support
          Assembly by Tauntons in gym for
10 14-Nov
          the other students who did not go
          last week for the IB talk (vocational
          studies and level 2).
              Be able to identify where they can
              access information, help
              and support
              Assembly by Tauntons in gym for
    10 14-Nov
              the other students who did not go
              last week for the IB talk (vocational
              studies and level 2).




                 Anti-bullying week: Cyberbullying,
    11 21-Nov
                 schools and the community




    12 28-Nov What are the issues?




                 World Aids Day: 1st Dec: Describe
    13   5-Dec
                 what aids is and ways to prevent it.




              What do you know? Be able to develop
    14 12-Dec ways of dealing with issues
              surrounding sexual relationships.



    15 19-Dec Please help


                                                        Spring Term 1
17 to
                 Your Future
22
    17    9-Jan What do you want to know?




    18   16-Jan Aim Higher Workshop half of groups




    19   23-Jan




    20   30-Jan Aim Higher Workshop half of groups




    21   6-Feb


    22 13-Feb

                                                     Spring Term 2
23 to
                  Preparing for Success
28
             Study skills See RB for any
23 27-Feb
             questions. Run for 6 weeks




24   5-Mar



25 12-Mar
    26 19-Mar



    27 26-Mar                                                    Enrichment Day 5




    28    2-Apr Develop a revision timetable




                                                           Summer Term 1
                  You can either continue to look at
                  exam prep following the outline
29 to
                  below - I would like to know if you
33
                  do do this and if the students felt it
                  was good to keep talking about it.




                  Become confident of how to prepare
    29   23-Apr
                  for the GCSE exams




    30   30-Apr                                                  Enrichment Day 6




               Be able to identify symptoms of stress
               and deal with it effectively
    31   7-May
               Be able to share concerns and
               problems
              Be able to share concerns and
32 14-May
              problems




33 21-May




                                                      Summer Term 1: the alternative
              Healthy Lifestyles: Being Safe


29   23-Apr How healthy do you think you are?



              Be able to describe the physical,
              emotional, financial and social risks
              associated with drug, alcohol and
              tobacco use

30   30-Apr
              Be able to reflect on their own and
              others’ behaviour and on the
              importance of making positive
              choices
             Describe the risks of using
             different drugs together

             Describe how to use information to
31   7-May
             analyse risk and make decisions

             Describe how to minimise risks or
             harm associated with drug use
            Describe the different views that
            society has towards drinking
            alcohol

            Describe the effects of drinking
            alcohol on health and
            behaviour and about the
            associated risks to themselves and
     14-May
            others

            Know how to limit, by using unit
            measurements, the amount of
            alcohol they or others consume

            Develop skills to resist unwanted
            pressure




32
33 21-May
                     Autumn Term 1
Possible Activities



You can spend this lesson talking to students about what is important to them
this year. Go through the smartboard of 'leaving school'.
Get them to make a list of all the things that are important to them this year -
get them to rank them.
They could also do a list of what they want to achieve this year and again rank
them.                                                                         You
could get them to fill in the 'what do i like doing - survey' and stick into books
(so we can use them later) - discuss what they have written.                    Play
the quiz about homework and revision on the connexions website.

This lesson is about how they can use connexions and other useful sites and
agencies.                                                                  1.
Give them the checklist for year 11 called 'your checklist for year11'
2. Do the quiz at http://www.fullonmag.co.uk/quiz.asp and then look at the
online mag.
3. Show them the connexions website (www.connexions-direct.com or
www.connexions-southcentral.org/).
4. If you can get laptops or a computer room then get them to log on to
http://www.fasttomato.com/ or just show them the website (if you log on and
show them what it does then they can use it during lunch or at home.

5. Go to http://www.loudmag.co.uk/index.php and click on the 'Loud' mags next
to the 'Loud & clearing' mag picture - you can then read the webmag - show
them one of the mags and give them the website so they can go and look
themselves - the mags talk about careers, gap years, volunteering etc.
6. Get them to write questions or things that they want to know about choosing
what to do next.                                                     7. Give
them the sheet ' questions to ask connexions'.                               8.
Print off pages 2 - 6 of the the 'connexions booklet' and get them to fill in the
pages - give them the contact details and website for the local connexions
centre.
Not all will be wanting to go to college so give them the choice - Get them to
really start thinking about what courses/ colleges they are thinking about
(hopefully they have managed to use the fast tomato site, if not you could get
them to do that in this lesson if you can).                                 You
could ask the library for college and also career booklets or you could take
your group down there and get them to research the jobs/course they fancy.
They can then discuss this with the connexions adviser Helen Ashton or speak
to connexions online.
1. Go through the 'filling in application forms' smartboard activity.
2. Go to the website and get them to look at sample cover letters and
application forms.
3. Print out the city college and tauntons college application forms for them to
have a go at, also go to http://www.brock.ac.uk/bc/sixth_form/how_to_apply so
they can see how they can do it online.
4. For those going on to jobs they can look at how to write cv's at
www.southwarklearning.info/wizard_assistant_SCGfL/wizard/index.html
It will be important for these to be able to write cover letters.
There are also sample job application forms that they can fill in.
There are also application forms for apprenticeships that they can practise
filling in.



All students to arrive at lessons as normal but then must be
accompanied by you to the hall for an assembly given by Tauntons.
Check all uniforms and arrive at the hall in an orderly fashion. You must
stay with your group through the assembly, it will not take the whole
session.                                                                    ~
Once back in the classroom with your group discuss any issues that may have
arisen. If you feel you cannot answer any questions or not sure if you will be
giving out the correct information then ask the students to note down their
questions and pass it on to Mr R Brown.
~ If you finish discussing issues, and have not done so far, get a list of your
group and then ask them to tell you (or write) what they hope to do: college (if
so which one, what types of courses), apprenticeships (what kind), or work.
~ If you finish that then continue to look at application forms.




Go through the smartboard 'interviews'
Give them the sheets 'preparing for a job interview'.
Talk about posture at interviews, clothing, mannerisms etc.
They also need to start writing a personal statement, a statement about
themselves. What they have achieved at school and out of school; clubs
they have belonged to; things they think they are good at; what their
hobbies are; what they hope to achieve in life. They must have this for
college so ge them to start writing it, they then need to continue at home;
hand it to you next session; you check it over (if not sure see either J.
Downes, R. Brown or G. Rudkin); hand it back with any changes to be
made and then collect them all in. Once all are in hand all to Mr R. Brown.
Go through the smartboard 'interviews'
Give them the sheets 'preparing for a job interview'.
Talk about posture at interviews, clothing, mannerisms etc.
They also need to start writing a personal statement, a statement about
themselves. What they have achieved at school and out of school; clubs
they have belonged to; things they think they are good at; what their
hobbies are; what they hope to achieve in life. They must have this for
college so ge them to start writing it, they then need to continue at home;
hand it to you next session; you check it over (if not sure see either J.
Downes, R. Brown or G. Rudkin); hand it back with any changes to be
made and then collect them all in. Once all are in hand all to Mr R. Brown.


                      Autumn 2




Visit from Reality to Miss Cryne in rm 38 and Ms Hudson in rm 2.
STAR Project to Miss Ruberry in rm S4 and Dr Glaze in S5.
1. Read the case study below to the pupils or give them copies of it to
read in groups.
Danny has been going out with Shola for a while and they’re both really into
each other. But while Shola is away on holiday Danny goes to a friend’s party.
He’s feeling lonely and has been drinking. Without
really intending to, he has sex with Alex, whom he’s just met.
2. This activity can be carried out in one large group or in smaller
groups.
Discuss the scenario and the following questions:
■ Could the alcohol have affected Danny’s behaviour? If so, how?
■ Might Danny and Alex have taken any risks? If so, what could these be?
■ How do you think Danny and Alex are feeling?
■ What do you think Danny and Alex are thinking?
■ What should they do? Should Danny tell Shola what has happened?
3. As a whole group or in pairs, discuss the following:
■ Do young people do things when drinking alcohol that they wouldn’t do
otherwise? If they do, why?
■ What sexual risks might young people take when they’ve been
drinking alcohol? Why?
■ How could young people reduce the sexual risks they might take when
drinking alcohol? For example, what would make it easier to practise safer
sex?
4. Video S25 – SECTION: ‘Alcohol leading to an unplanned pregnancy’
You may also want to discuss morality issues raised by this scenario,
eg betraying someone’s trust, having casual sex, cheating on a
partner.
5. Put the pupils back into their original groups and ask each group to create
three messages for young people about each of the following:
■ the possible impact of alcohol on sexual behaviour and risk taking
■ what they can do to reduce and manage the risks.
This can be in poster form if they wish
Some students (for the IB talk only) will need to go to the gym for the
Tauntons assembly - you will be given a list.
Visit from Reality to Mrs Cosford in rm 11 and Mr Glennon in rm 4.
STAR Project to Mr Brown in rm S3 and Mr Rudkin in rm 22.
1. Ask pupils to name any sexually transmitted infections (STIs) they know.
2. Write each of the following STIs on a separate sheet of flipchart paper:
■ HIV
■ hepatitis B and C
■ syphilis
■ genital warts
■ chlamydia
■ gonorrhoea
■ thrush
■ herpes.
Place the eight sheets of paper on tables around the room with flipchart pens.
Divide the class into groups and ask each group to
go to one of the tables and write anything they know or have heard about that
STI on the paper. Ask the groups to move round the room adding new
comments to the sheets.
When each group has returned to its original sheet, distribute copies of health
education leaflets that provide information, advice and guidance about STIs.

The groups now have three tasks. (3rd task could be for higher ability groups)
1. Research the statements about the STI on their sheet, using the information
in the leaflet or other sources such as the internet to find out if the statements
are correct.
2. Produce three key facts that young people should know about this STI.
3. Use the research to offer views on how to stop the rise in STIs.
4. Video SM2 – ‘Hidden Fears’ - HIV
5. discuss what pupils have found out. (Higher)
Additional main activity – Use the research to offer views on how to stop the
rise in STIs.




Some students will need to go to the gym for the Tauntons assembly -
you will be given a list - been sent to tutors by email.
Visit from Reality to Mr Isaacs in rm 28 and Mrs Gibson in rm S2.         Visit
from STAR Project to Mr Brown in rm 6.
Link back to last lesson talking about STI's - recap on them and how they are
transmitted.                                                              Ask
them to come up with ideas about who they can go to talk if they think they
may have caught a STI.                                                   Visit
the mindbody soul website to provide information on this.
Get them to think up a scenario or give them a scenario (a boy has a rash
which is itchy and sore - scared to tell his mates incase they take the mick,
scared to tell his girlfriend incases she dumps him, scared to tell his parents
ect. OR a girl who thinks she may have a STI, tells her bestfriend - what do
you think their reactions would be? ) Get them to maybe discuss what the
reactions might be from different people. Then get them to discuss who they
should they tell and why.

Visit from Reality to Miss Ruberry in rm S4 and Dr Glaze in rm S5.
Visit from STAR Project to Mrs Cosford in rm 11 and Mr Glennon in rm 4
and and Miss Cryne in rm 38.
1. go to www.antibullyingweek.co.uk/
2. look at the left hand column.
3. find the anti bullying film and click on 'teacher net' the film is called 'making
a difference' and is in 8 separate chapters                             4. click on
each chapter - go for the 'medium' connection
5. in between each one you can have discussions with the class, share ideas
thoughts and questions.
Visit from Reality to Mr Brown in rm S3 and Mr Rudkin in rm 22.
Visit from STAR Project to Mr Isaacs in rm 28 and Mrs Gibson in rm S2.
Use the websites to look at issues they want to know about concerning sex.
Get the students to write questions on scrap pieces of paper to be handed to
you and to be used for next lesson.
Visit from Reality to Mr Brown in rm 6 and from STAR Project to Ms
Hudson in rm 2.
Visit the website www.avert.org/ and plan a lesson on aids. There are
stories, facts and quizzes.                                                Poss
activity:                                                        1. Go to
www.avert.org/hivquiz.htm and play HIV/AIDS quiz. (could use whiteboards,
award stars for those with the highest scores)                     2. Use the
quiz to discuss what they know.
If you had a visit last lesson then do the World Aids Day lesson from above.
If you didn't then use the two websites to discuss issues, use the questions the
students wrote to focus the lesson - get the students to try and answer some of
the questions.
Get the students to write some scenarios (using issues covered this half term) -
act them out and then get the rest of the class to discuss them. The scenarios
could be used for the next year 11's or even for the year 10's.         Also
look at the section 'drugs' then 'emergency' and do the activities on how to
cope in an emergency - good life saving skills.
                      Spring Term 1
Find out from the students what they want to know about life. Driving, money,
coping at college/ university, mortgages, work, personal safety (such as rape),
emotional health and wellbeing etc. Get them to do think maps and then
discuss the next 5 sessions which they can help plan in this session. Let them
have ownership of the sessions with you just supporting them, they can plan
what they want to learn, how they can learn about it and even provide material
for their sessions - they can use the friends/ family etc as sources of info and
resources.                                                          Each group
will have one session about domestic violence - if anyone has strong
preferences not to be a part of this session they must let you know
though do not make it an option unless they specifically come to you.
Visit from Satty Basra (Womans Aid) to Miss Cryne in rm 38 (please send
a student to collect the visitor).

Visit from Satty Basra (Womans Aid) Miss Hudson in rm 2 (please send a
student to collect the visitor).
Groups RB, KG, PI, GR, CB will be having people from Aim Higher to do a
workshop in your room. If you do not have a projector please let AH/JD
know asap so we can move you and inform the visitor before today.

Visit from Satty Basra (Womans Aid) Miss Ruberry in rm S4 (Please can
you send a student to collect the visitor)

Visit from Satty Basra (Womans Aid) Mr Brown in rm S3 (Please can you
send a student to collect the visitor)                     Groups DGL,
EC, AG, TR and LHU (AC can you send half your group to LHU rm 2 and
TR rm S4) will be having people from Aim Higher to do a workshop in
your room. If you do not have a projector please let AH/JD know asap so
we can move you and inform the visitor before today.

Visit from Satty Basra (Womans Aid) Mrs Cosford in rm 11 (Please can
you send a student to collect the visitor)
Can you find out from students what they thought about the finance
programme they have been doing. There should be a survey form if it is
back from reprographics.
                   Spring Term 2
Visit from Satty Basra (Womans Aid) Dr Glaze in rm S5 (Please can you
send a student to collect the visitor)
Year 11 PHSE Study Skills.

Each class has a teachers guide and set of pupil worksheets.

There are 5 topic areas: Goal Setting, Time Management, Note Taking, Group
Study and Exam Technique. It is possible for you to work through the course
by worksheet or you may wish to focus and extend a certain area. You may
recognize some of the worksheets. I have used worksheet 1 in an assembly
and I suggested tutors talk through 7&9 in there tutor groups. I have recopied
these as I think students should share their thoughts and results with their
peers in PHSE. There are teachers’ notes to go with each worksheet. Some of
the worksheets you may wish to omit with your group.



The active note taking should be extended. Please ask me if you need
guidance on the techniques. There is a skill in spotting the key info that needs
to go on to the diagrams. Try them out on yourselves first! I can now
remember all the key details of the Wall Street crash! We have other mind
maps that we use in the school that students may already be aware of. They
can also use Relational Diagrams as an active note taking method. Encourage
students to bring their subject text books to PHSE so they can work on note
taking relevant to their own studies. Ideally each student should develop their
own revision folder which they separate into subjects. Each topic revised
should have ONE page of notes only, which they can then use to revise from.
Colour is also important to aid memory recall, so if possible encourage
students to bring colours or have some of your own.



I will ask CLs to leave a selection of past papers in the staffroom for us to work
on exam technique.

Other areas of study skills that students can work on are Using Websites to
revise, Making card games to aid revision(remember Top Trumps!), self
management (food, health, lifestyle) during exams.

Study Skills and revision should be the focus of PHSE up to the exams.

Please let me know how things are going and good luck. (Not that luck plays
an important part!) See worksheet 3

Russell
Visit from Satty Basra (Womans Aid) Mr Rudkin in rm 22 (Please can you
send a student to collect the visitor)

Visit from Satty Basra (Womans Aid) Mr Isaacs in rm 28 (Please can you
send a student to collect the visitor). Mr R Brown can you send half of
your group to rm 28 for the domestic violence talk.
Visit from Satty Basra (Womans Aid) Mrs Gibson in rm S2 (Please can
you send a student to collect the visitor). Mr R Brown can you send half
of your group to rm S2 for the domestic violence talk.


                            Enrichment Day 5


Get them to look at the subjects that they are taking and when.
Help them to develop an exam timetable.
Look at how long their revision sessions should be, which subjects they need
to start revising for first.

All to produce a revision timetable.
They could use computers if available.




                     Summer Term 1


OR you could look at healthy lifestyles which is outlined below exam
prep stuff.


Go through the following slideshow:

revision slideshow

Smart board version

Discuss concerns that students may have about the exams.


                            Enrichment Day 6
Stress busting slideshow

You may want to get some relaxing music and play it to them or practice other
relaxing techniques that you may know of.

You may want to discuss with them how they are feeling so they know that they
are not the only one.Use this session to allow students to talk through worries
and issues they are having. They may be able to help each other or you may
be able to help them.

Get the students to bring in and share their revision resources (‘show and tell’).
This will help those who are struggling with ways to revise.

Get them to make revision resources, e.g.
Quiz booklets
Mind maps
Flash cards…any other good resource (NOT READING)
Use this session to allow students to talk through worries and issues they are
having. They may be able to help each other or you may be able to help them.



Survey of PSHE sessions

Please ask the students to use their PSHE books to answer the following
questions:
1. How have they found their PSHE lessons?
2. What topics did they find the most useful?
3. What topics did they find the least useful?
4. what topics would they like to have done but didn’t?
5. What type of activities did they enjoy the most and why?
6. What activities in lessons did they enjoy the least and why?
7. do they have any ideas on how to improve pshe for year 11’s? (apart from
get rid of it!)
8. what is the most important issue for year 11’s?
Please get them to write their answers in their PSHE books and hand them in,
thank you.
             Summer Term 1: the alternative

                            What is health? - discuss as a class - try to include
about smoking/ drinking and drugs
Design a health questionnaire to include all aspects of health - then ask your
class mates. Discuss results with class.


                              1. Assign each student a number as they walk in:
1 – 4 (or 5 depending on the size of your class. The number denotes the group
they are in. – Show power point – ‘role plays + questions’
Assess the pupils’ current knowledge, understanding and attitudes regarding
the risks associated with drinking and drug use. Give each group a collection
of words or pictures of items associated with drinking or drug use and ask
them to make up a story or drama about them within a limited time. Explain
that the stories need to convey the risks and consequences of
drug-taking or drinking through a real-life situation. The items could include
cigarette papers, syringes, foil, matches, prescription bottles, empty alcoholic
drink bottles.


2. The pupils present their stories or dramas to the rest of the class, who
analyse them using questions, eg
– Is the story realistic?
– Was the information conveyed about the drugs or alcohol, and the risks of
taking them, accurate?
– What other information about the drugs or alcohol could have been
conveyed that wasn’t?
– What physical, social or emotional risks or consequences, if any, were
associated with the drinking or drug use?
– Could any other risks or consequences have been portrayed?
– What would they do if they were one of the characters in the stories or
dramas?
3. Compare the pupils’ beliefs about the realism of the stories or dramas with
national and local statistics on drinking and drug use.
4. Did the pupils over- or under-estimate drug and alcohol use among young
people, as shown in the statistics? Does their new knowledge have any impact
on their attitudes to drug-taking and drinking alcohol?
5. With the pupils, discuss how the stories or dramas reflect their knowledge
and understanding of the effects and risks of using drugs and alcohol, and
what they feel and think about using them. Discuss why the pupils should have
accurate knowledge and understanding, even if they choose not to use drugs
or alcohol themselves.
6. The pupils individually rank their current knowledge or understanding and
identify gaps that need to be addressed, eg would they know what to do in the
situations presented? Do they have the skills and confidence to deal with the
situation?
Extension activity: focus on the skills needed by people facing pressure to
use drugs or alcohol. Pupils identify the range of skills, practise them in
role-play scenarios and assess their own levels of competence in the skills.
They identify a skill they need to work on and plan to practise it.



1. Give small groups of pupils different scenarios relating to drug use, eg (print
off word doc – drug scenarios)
– A has taken three ecstasy tablets and has been dancing for five hours
without a break. He is looking hot and sweating a lot
– B is having a party and, with a friend, has baked a cake with a large
amount of cannabis in – but she hasn’t told any of the guests
– C has smoked cannabis and tried heroin (not injecting) once before. C’s
older boyfriend and his friends are all injecting and offer her a syringe
– D is on medication to help control mental illness. Someone offers him
ecstasy.

2. Ask the pupils to identify what the potential bad consequences of each
scenario are, what they think the person should do and what difficulties the
person faces. The pupils may need to research accurate information, eg using
leaflets, ICT, before deciding their response.
3. In pairs, the pupils discuss the reasons why people might take such risks.
The pupils may need to research the way the drug makes the user feel, and to
consider the context of the use, eg the role of drugs in clubbing or music
culture.
4. The pupils report back through class presentations or group-to-group
exchange (whereby members of each group move to another group and
explain what they have learnt).
5. Explain that sometimes medical emergencies and deaths do occur as a
result of drug use, and that whether or not the pupils themselves decide to use
drugs there may be occasions where people around them do use them.
6. Video – S24 – ‘A life of ecstasy?’
1. The pupils look at TV, film, magazines or other sources to think about the
general images of drunkenness.
2. They analyse the images,
eg
– Do the images portray drunkenness as comical, dangerous or harmless?
– What sort of people get drunk and why?
– What do others around them think and feel about the drinkers’ behaviour?
and why?
– How might the drinker subsequently feel about their behaviour?
(these questions are on power point)
3. Pupils could discuss the potential consequences of the situations portrayed
in terms of health and other risks to the individual or other people. They can
draw on previous work including work in Science about how alcohol affects
health.
4. Draw the pupils’ attention to the latest statistics on the number of young
people who have been drunk, and the numbers of accidents and acts of
violence in which alcohol is involved. Explain that too much alcohol can be
fatal, though such incidents are rare, and stress the importance of
emergency aid techniques.



5. Discuss how much a person needs to drink before they are ‘drunk’. Draw on
the pupils’ earlier work on how alcohol is measured in units and how alcohol
affects people differently according to their size, weight, gender, experience
of drinking, etc. Give the pupils information on the unit content of different
drinks, and give them lists of drinks from different people’s ‘nights out’. Ask
the pupils to calculate how many units each person had, and how this might
have affected their behaviour, feelings, safety, etc. Ask the pupils about the
legal limits for drinking alcohol and driving.
6. Pupils research organisations that can provide information, help and advice
about alcohol-related issues.
7. Design poster/ leaflet giving help and advice about alcohol related issues.
Survey of PSHE sessions

Please ask the students to use their PSHE books to answer the following
questions:
1. How have they found their PSHE lessons?
2. What topics did they find the most useful?
3. What topics did they find the least useful?
4. what topics would they like to have done but didn’t?
5. What type of activities did they enjoy the most and why?
6. What activities in lessons did they enjoy the least and why?
7. do they have any ideas on how to improve pshe for year 11’s? (apart from
get rid of it!)
8. what is the most important issue for year 11’s?
Please get them to write their answers in their PSHE books and hand them in,
thank you.
Resources




Quiz on homework and revision:
http://www.connexions-
direct.com/index.cfm?pid=260&c
atalogueContentID=636
http://jobsearch.about.com/od/job
appsamples/Sample_Job_Applic
ations.htm
Power point of scenario – ‘taking
risks scenario’

- the questions for both the main
activities are also on the power
point


- video S25 – SECTION: ‘Alcohol
leading to an unplanned
pregnancy’
Copies of health education
leaflets that provide information,
advice and
guidance about STIs – these are
available.

STD.PPT and STI_Rates....PPT
are STI pwerpoints in this route
directory - one is more graphical -
rates/spread etc., the other is
simply graphic pictures -AG
either flipchart paper or poster
paper

Video SM2 – ‘Hidden Fears’
www.antibullyingweek.co.uk




www.mindbodysoul.gov.uk
www.ruthinking.co.uk




www.avert.org/hivquiz.htm




www.mindbodysoul.gov.uk
www.ruthinking.co.uk



www.mindbodysoul.gov.uk
http://www.youthinformation.com/
HomePage.asp?NodeID=89737



http://www.connexions-
direct.com/index.cfm?pid=254&c
atalogueContentID=935


http://www.connexions-
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Power point – ‘role plays +
questions’


Pictures or words associated with
drinking and drug use.
Power point – ‘role plays +
questions’


Pictures or words associated with
drinking and drug use.




word doc – ‘drug scenarios’

Video – S24 – ‘A life of ecstasy?’
or the 20 minute video tackling
drugs
S:

Pick an appropriate section of a
film

OR

Collect a range of magazines,
newspapers which contain
articles on drinking and
drunkenness

OR

use video S1, S21, S25 –
SECTION: ‘Drinking led to being
banned from driving’

M:

Power point – ‘drinking
questions’
                                     Go through the following slideshow:

                                     revision slideshow
            Become confident of
                                     Smart board version
29   23-Apr how to prepare for the
            GCSE exams
                                     Discuss concerns that students may have
                                     about the exams.


30   30-Apr                                                      Enrichment Day 6
                                     Stress busting slideshow

                                     You may want to get some relaxing music
                                     and play it to them or practice other relaxing
                                     techniques that you may know of.

                                     You may want to discuss with them how they
                                     are feeling so they know that they are not the
                                     only one.Use this session to allow students
            Be able to identify
                                     to talk through worries and issues they are
            symptoms of stress
                                     having. They may be able to help each other
            and deal with it
                                     or you may be able to help them.
31    7-May effectively
            Be able to share
                                     Get the students to bring in and share their
            concerns and
                                     revision resources (‘show and tell’). This will
            problems
                                     help those who are struggling with ways to
                                     revise.

                                     Get them to make revision resources, e.g.
                                     Quiz booklets
                                     Mind maps
                                     Flash cards…any other good resource (NOT
                                     READING)


                                     Use this session to allow students to talk
                                     through worries and issues they are having.
            Be able to share
                                     They may be able to help each other or you
32   14-May concerns and
                                     may be able to help them.
            problems
hment Day 6
                              Overview


                          Choices - Post 16
Autumn Term
              CV writing, cover letters, application forms
                            and interviews


                           Sex Education




                             Your Future
Spring Term




                       Preparing for Success
Summer Term




                   Healthy Lifestyles: Being Safe

				
DOCUMENT INFO
Description: Sample Application Letters document sample