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Life SkillsName: Tutor:

Contents

Working with Others Initial Self-Evaluation Helpful Tips & Challenges Group Assignments Creating a Presentation Presentation Self-Evaluation

Money & Finances What is a budget? Budget template Getting into the saving habit Keeping to a budget Top tips for saving money Keeping the bills at bay Essentials and Luxuries Saving for a rainy day Choosing a savings account Methods of saving Pensions Borrowing money Handling financial problems Mortgages

People Skills: Building confidence and resilience

Challenges Overcoming challenges Hopes & Fears Building Resilience Working with Feedback Reflecting on Experiences Assertive Behaviour Practising assertive behaviour Top tips for assertive behaviour

Working with Others

You will need to work with others in Sixth Form, Further Education and Apprenticeships in several different kinds of contexts. It is likely that you will already have experience of these situations, but in Sixth Form environment with people who may be unfamiliar with, you will

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The Sixth Form Chef Cupboard Essentials Preparing Veg & Other Tips Essential Kitchen Equipment What’s on the menu? Meal Evaluation

Driving Theory Tips & Preparation Theory Test Answers

have to think carefully about whether you are making effective use of the opportunities afforded to you.

Working co-operatively with others can create wonderful opportunities to share ideas and to gain new perspectives and points of view through tapping into a wider pool of experience and knowledge. An important advantage of discussing ideas with others is that you will clarify your own thinking by expressing your own ideas. You will find through discussion and talking through your own understanding of topics they are more likely to be remembered.

Group-work requires that you both contribute actively, and that you listen to others in a supportive and encouraging manner. It is a two-way process.

Helpful Tips

It is often the case that students are anxious about speaking in a group, especially when the group is a new one. It is worth practising some strategies to help you over this hurdle:

Decide to speak at least once during the group.

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Initial Self-EvaluationConsider your involvement in class discussions and during tutor time when completing the following self-evaluation. Evaluate your contributions using the table below on a scale of 1 – 5. 1 = room for improvement, 5 = excellent.

Sit next to someone who you are comfortable with. Even if you don’t say it, write down what you would have liked to have said. Make eye contact with at least one person in the group and try to maintain this as

you speak. Take your time, breathe slightly slower, and speak slowly and clearly. Try and act as though you are confident and smile, even if this is false!

When listening to others there are some points you can remember to help them: Be aware that even though they might not appear to be, they may be anxious. Listen attentively and give them eye contact. Respond with a smile, and a nod, as the minimum. Do not interrupt but try to be aware of turn-taking and allow everyone to have their

say. Encourage others in the group by asking questions, e.g., ‘Did anybody think that…?’,

‘I really didn’t understand the point about…, can anyone help?’ Help to move discussions on e.g., ‘Why don’t we note the key points that we have

discussed and move on to talk about...’

The Challenges

There will be times when group discussions are not productive. There may be silences and dead ends. If this happens, try getting everyone to ‘brainstorm’ some ideas and pass these around. If you are still getting nowhere, ask the tutor for some help rather than wasting the time.

There will be times when one or two members of the group will dominate and others will feel that there is no space for them to contribute. This is a difficult situation to deal with but you can address it by saying something like ‘wouldn’t it be useful if everyone said some something about their views on this?’

If you find that you are continually working with a group that results in your feeling frustrated or excluded, then it is important that you make the move to work with a different set of people. If you cannot manage this, have a quiet word with your tutor.

Group Assignments

You may be required to produce an assessed piece of work, for example a presentation, by working collaboratively with a small group. This can be very challenging as it is frequently the case that students feel there is a degree of unfairness concerning the amount that individuals contribute.

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Target SettingSet yourself three targets from the above that you will adopt when carrying out the upcoming group work:

Before you begin you should agree some ground rules for how you operate as a group. Clarify your goals and break down the tasks into sub-tasks with deadlines that can be allocated to group members with a view to keeping workloads fair and equal.

Write down what is agreed. Review the progress regularly so that problems are identified early. If someone is not pulling their weight you must deal with this collectively. Identify the cause (do they have a good reason for not contributing?). Focus on the group, not the person (‘we’ve got a problem...’). Focus on the problem, not the person (‘If it isn’t done we won’t be able to meet our

deadline). Express your feelings before they get out of hand (‘I’m worried about...’). It may be necessary to speak to your tutor.

Creating a Presentation

As a Sixth Form student you will be expected to participate in the process of examining knowledge. Presentations of information to a group are an important way in which academics share knowledge with each other. It is a vital part of your learning experience.

Planning the Presentation

1. When planning a presentation you must firstly be clear of the basics: Have you been given a title or are you expected to talk on a more general topic? How long should the presentation last? What is the date of the presentation? Be familiar with the criteria for assessment.

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TaskYour task over the next two sessions will be to prepare and deliver a five minute presentation in your groups. Your aim is to inform and persuade your fellow students and tutor that your chosen charity should receive the funds raised in the next Sixth Form charity day.

A step-by-step guide in creating presentations can be found below.

2. Write down some key words relating to the topic and think about the preparation that you will need to do. Focus on your reading. Take notes, but ensure that you are focussed on the topic of your presentation. Keep the length of the presentation in mind. If you have only 10 minutes you will need to ensure that you are very clear about the central points that you want to make. If you have longer, you have a little time to elaborate on your central points.

3. Note down the structure for the presentation. Frame the structure in note form. You will not remember all that you want to say. A good rule is that for each page of notes, expect to spend approximately 3 minutes talking. Use a coloured pencil to mark the halfway point of your presentation – this will help you to pace yourself.

4. Your notes should be notes. They should contain key points and one or two illustrations, for example, quotations or statistics, etc. Make sure that they are very clear and that the structure is logical – each point should follow the other. You should have a brief introduction and a few words to sum up in conclusion. The conclusion is the part that will remain in the minds of your audience.

5. Practise your talk several times, going slowly and timing yourself. Edit it down if it’s too long. If possible, practise with a friend and ask for their advice on how the presentation might be improved.

6. It is very useful to you and your audience if you provide visual aids. There is usually a flip chart or white board in classrooms. Ask your tutor if you would like to use the board but are not sure how to go about this. It will be useful for your audience to have key points on a handout. Speak from a poster, from a PowerPoint, from a hand-out or with the aid of postcards with headings. It is important to have notes that you can use as prompts to your memory so that you do not need to have your head down reading the whole time, but can maintain some eye contact with your audience.

Divide your material into essential points. Break your talk into sections. Give each section a heading. Write one heading, and a few easily-read prompt words onto separate postcards. Number the cards in the order that you want to introduce those points. Repeat main points and summarise what you have said.

Introduce your talk by summarising what you are going to cover. Go through your material clearly and slowly and pause between each point. In the pauses you can ensure that you look at your audience and try and have eye contact. At the end, smile and say ‘Thank you’.

Final Preparation Checklist

If you prepare carefully you will be confident about what you have to say. Try and make sure that you are in the room before everybody else so that you can check you have the equipment you need and that the room is arranged as you would like it. If you are nervous it will help you if you smile at your audience and if you have a drink of water to hand.

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Presentation Self-Evaluation

Following this experience of delivering a talk to fellow students, evaluate your effectiveness on the check-list below and reflect on how you might improve aspects when you give further presentations at Sixth Form.

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Tick the checklist below to ensure you are fully prepared for the presentation:

✔Check you are sitting in a space with access to all your visual aids.

✔ Make sure your notes are in the right order.

✔ Ensure you can see everyone in the group.

✔ Make sure you can see a watch to keep to time

✔ Make sure your handouts/transparencies are in the right order and that the ICT is working.

✔ Remind people, as you start, what the topic is about.

✔ Check that everyone can hear you at the beginning.

✔ If you are nervous, tell the group and they will be on your side!

✔ Remember to smile and breathe and pause between points.

Rate your effectiveness on a scale of 1-5. 1= ineffective, 5= effective.

Budgeting In this section we will be looking at the ways you can manage your money by using a budget.

What is a budget?

An estimate of income and expenditure for a set period of time to help guide money management.

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Now write a list of points that you feel you should bear in mind when preparing and giving your next talk. Compare your experiences and ideas for improvement with a partner.

Do they have the same insecurities and did they experience the same difficulties?

Do they have any additional useful pointers for overcoming difficulties?

Setting a budget

Which of the quotes below resonates with you most?

Ensure that every time you spend some money you are making a sensible decision.

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Task: Read Sinead and Ahmed’s scenario below, paying close attention to their potential income and expenditures.

Task: Now familiarise yourselves with the spending guide below. You will use these to complete a budget for either Sinead or Ahmed. This will give you a clearer understanding of how best to budget.

Budget Template

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How could Sinead/Ahmed increase their income?

How could Sinead/Ahmed decrease their expenditures?

Getting into the saving habitUnderstanding spending habits

Would you know what you have spent money on at the end of a week?

To work within a budget, you need to understand your spending patterns and where your money goes (particularly the small amounts).

Writing down everything you spend for a few weeks will really help you to understand your spending patterns and identify areas where you could save.

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Task: Use this sheet to record your spending over the course of the last week. Include any regular outings, e.g. mobile phone, and any extra one-off items, e.g. cinema ticket or night out.

Keeping to a budget

To live within our income and keep to the budgets we set ourselves, we need to be good at saving money where we can. This is to make sure there is money for the essential things. It takes some practice and discipline, particularly if you are living independently for the first time.

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Task: Discuss the items on the sheet and think about the things you regularly buy that you could cut down on. There are some blank boxes on the sheet where you can add items of your own.

Task: In groups or with a partner, look at the items on the list and calculate how much money you could save if you cut each item from your budget for a period of time. Then think about what you could buy with the money saved using the examples on the list underneath the table. Use the empty boxes to identify some items you could save on and some items you could buy with what you’ve saved. For this task, assume one month is 30 days and calculations are based on a 4-week month.

Top tips for saving moneyWhat good tips can you give to others on how to save money? Whether that be related to saving cash or making savings when shopping.

• Get into a habit of saving regularly, even if it’s only a small amount

• Put loose change into a jar and bank it every three months: you’ll be surprised how much there will be

• Shop around for best deals. Comparison websites are useful for this

• When you’re food shopping, go to the supermarket with a ‘shopping buddy’ to take advantage of ‘buy one, get one free’ deals

• Search for discount codes when you’re shopping online

• Search for restaurant voucher codes if you’re planning to eat out

• Try to fill up a taxi with friends, or leave early enough to get the last bus home

• If you travel a lot, get a railcard for the train or weekly riders for the bus

• Invest any spare cash in a savings account that will earn some interest, ensuring you shop around for the best interest rates

• Transfer a regular amount to a savings account as soon as you are paid so your monthly budget is set by what’s left

• Many hairdressers offer free or reduced price haircuts from trainees. Ask around to find out where to go

• If you go to the cinema, go on a night when there’s a discount offer and get a student ticket

• Do you really need to get the bus today? Commit to walking everywhere you can for a month or two – you’ll get fit too!

• Instead of buying a sandwich, make one at home and take it with you: a saving of around £3 per day

• Find out where there are cash machines that don’t charge – and put a reminder on your phone to get cash out when you know you’re going to be in that area of town instead of paying charges

• Use free messaging apps like WhatsApp and Snapchat to cut down on texting on your phone contract (although bear in mind that this may impact on your data allowance)

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Task: What good tips can you give to others on how to save money? Whether that be related to saving cash or making savings when shopping. Add to the list above.

Keeping the bills at bay

Prioritising bills

One of the biggest challenges in living independently is keeping on top of the regular bills.

Discuss why it is important to ensure you don’t get behind with bills and payments and what do you think the consequences might be if a bill isn’t paid (e.g. a utility bill or their rent)?

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Task:

A. Which bills, if unpaid, have the most serious consequences? Label 1-11 (1 = least, 2 = most)B. Note what you think the outcome might be if each bill were left unpaid.C. Go through the list of items again and complete a prioritising activity. If you had all these bills but

didn’t have money to pay them all, which would you pay first? Label each item with A (immediate) or B (could wait)

Keeping up with the bills – Answers

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Essentials and luxuries

Defining need and want

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Task:

Consider the scenario of moving away from home (you may already live independently).

In groups, discuss what your expectations are in moving away from home for the first time.

A. List all the things you consider will be essential to pay for and write these in the first column.B. Then identify things that you feel you would really like to have and write these in the second

column. C. Now think about which things you could live without if necessary. Write these in the third column.

Being able to make decision about where money should be spent is part of good money management.

Saving for a rainy day

It’s good to get into the habit of saving, even just a small amount, on a regular basis. It’s always good to have some money put aside for unexpected expenses or occasional treats.

It’s very hard to plan a long way into the future, but the earlier you can adopt some strategies for regularly saving money, the easier it will be to realise your goals and ambitions

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Do you regularly put money into savings? If so, why?

Task: In your groups, work out how much Suki has saved over her lifetime. Work through the first item on the list, which has been calculated for you.

Suki’s saving strategy Suki has had a great attitude to saving all her life. From a very young age she has saved 10% of any money she’s received in a savings account. She started at the age of four with pocket money and carried on throughout her life until she retired at the age of 65. Using the table below, calculate how much money Suki has saved by her 65th birthday.

Answers

The total figure Suki has saved is £93,060.40.

This is a very simple example because, in reality, Suki’s savings are likely to have earned some interest and she probably spent some of her savings along the way, but it demonstrates how saving regularly allows you to build up a substantial amount over time.

Although it is unlikely that you’d be able to save in the way that Suki has, the example demonstrates how saving little and often can help with financial security in the future and at times of financial difficulty.

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Choosing a savings account

There are lots of options in choosing where to save money and it’s important to understand the different ways to save.

There are many ways to save, see below for some basic examples.

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List the ways you could save money:

What are your current methods of saving?

Methods of Saving

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Task: Which is the best method of saving if:

• You are a tax payer?

• You have a lump sum of money available that you don’t need ready access to?

• You can save a regular amount each month but need to have ready access to your money?

Answers

Final top tips for savings accounts

Pensions

What’s the point of a pension?

It is important for you to start planning now for when you’re older. Although it seems a long way off, investing in a pension is a good form of long-term saving. Although you can’t access the pension fund until you research a specified age, it will provide you with a better quality of life when you reach retirement age.

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Task:

Consider what would happen if you didn’t have a pension fund when you retire.

How may it affect your quality of life?

Put yourself in the position of an elderly relative or acquaintance to help set the scene.

The total amount of money you have in a pension fund when you stop working can be used to buy an annual income (or annuity). Many employers also offer a company pension scheme. These are nearly always worth joining because the employer usually makes a contribution to your fund in addition to a contribution from your salary. This is deducted directly from your wages (so it is automatically saved for you before you have the chance to spend it.

Borrowing money

Borrowing and debt

Have you ever owed some money to someone else, even if only a small amount?

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Task: Consider Suki again. Which amount do you think Suki’s savings would generate if she’d been putting it in a pension fund rather than a savings account?

The answer is C because currently every £100,000 saved in a pension fund would generate an annuity of around £6,000 per year. (This is just a basic example to get you thinking. In reality regular saving would gain more because what you can buy with a pension is complex). Although £6,000 may not sound much, the pension is for life (the average life expectancy for women is 89, for men 85), giving Suki £234,000 if she retires at 60 and lives to 89

Task: List examples of how someone could borrow money e.g. credit card

It is important to note that there is a difference between being in debt (where you have borrowed money in a controlled and managed way that you can pay off regularly) and - being in financial difficulty, (where you may be in a crisis situation with debts you cannot repay).

Forms of borrowing

Most of us need to borrow money at some time in our lives, e.g. when buying a house, studying at University or buying something big like a car. Debt is not necessarily a bad thing, provided you understand the risks and manage the repayments sensibly.

What does ‘interest’ mean in the context of borrowing?If you borrow money at a 5% interest rate for a year, it will cost you 5% of the amount borrowed to do so. This will need to be repaid along with the original money you borrowed. Interest rates are usually quoted annually, but not always, so make sure you check. Therefore interest means that you have to pay back not just the amount you borrowed, but an additional sum within an agreed timeframe to avoid penalties.

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Task: List examples of how someone could borrow money e.g. credit card

Discussion point: Is debt always a bad thing?

Other methods

What is your current understanding of payday loans and doorstep lenders?

Lots of offers appear to provide a ‘quick fix’ in an emergency but these are always based on a short repayment period with very high interest rates if you don’t repay the loan (called ‘defaulting’).

APR

What is it?

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We all have times in our lives when we owe money for something. What should you consider and understand before taking on any type of debt?

Summarise what you need to take into consideration before taking a loan:

It is of great importance to have a sensible strategy for coping in situations where you are unable to manage a debt to ensure the debt doesn’t escalate.

Handling financial problems

If you get into difficulty with money then the most important first step is to talk to someone about it. You can start with a friend so your problem is shared.

Mortgages Many of you will hope to own a property of your own in the future. Many of you will also deem this as an unrealistic option. It may seem like an impossible and distant dream.

However there are options available to first-time buyers that can make the dream possible; there are also shared-ownership schemes which allow people to get a mortgage to pay for a share of a property and to pay rent on the remainder.

So what is a mortgage?

A mortgage is a loan from a bank or building society that allows the borrower to buy a property.

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Why do you think people in debt are reluctant to talk about it? What might they be feeling that stops them from being open about it?

Where can you go for financial support? Carry out research as a group and outline the support available below:

What do you need if you want to apply for a mortgage?

People Skills: Building confidence and resilience

We will explore issues of confidence and personal effectiveness and look at some techniques you can use to increase their skills.

How do people become successful?

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What do you need if you want to apply for a mortgage?

Read the sheet below which lists words associated with mortgages. Discuss them with your groups and identify which description matches each word. Match the definition to the

phrase by writing the number of the phrase next to the definition.

Case Study

Case study: what were the challenges?

Adam Soliman founded Charbrew in 2009. Now the company supplies over 3000 stores globally (including UK, North America, China and the Middle East). It started as an idea brewed up in his kitchen through his love of tea drinking and now his company is valued at over £1 million.

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Task: Discuss what is meant by ‘successful’ and your interpretation of how best to achieve this.

Task B: Read the case study on the next page. Discuss what skills the founder of the company had to draw on to make his business a success. You should identify and note in the table below what the major challenges might have been in starting the business and what techniques and strategies the founder will have used to get things started.

Task A: Before reading the case study, consider how Adam may have turned his company into a million pound business.

With the help of a grant from Blackpool’s ‘Get Started’ Project and support from his family, teamed with his own drive and enthusiasm, Adam realised his ambition of starting his own business at the age of 21. Adam’s knowledge and experience from his degree in Business and Accounting helped him set up his business on a sound footing.

With a start-up of £5,000 he paid for his first consignment. He packed these into brown paper bags and drove to farmers’ markets where he sold them himself. He focussed on creating new flavours that would appeal to the younger market based on extensive research of both the market and other products available.

“I had no experience in products, innovation or retailing,” says Adam, “but I could see what I wanted to achieve and decided to go for it.” His biggest challenge, he says, was getting to see the retail buyers. “They are incredibly busy people making multi-million pound decisions and I was a 21-year-old with a box of fruit teas.”

Now, aged 25, his lines are stocked by the likes of Tesco, Holland and Barrett, Booths, Lakeland and Ocado. “You just can’t give up,” he says. Adam was confident that Charbrew products were what consumers wanted so he kept chasing leads, making calls, driving up and down the country and eventually it paid off. “Seeing your product on the shelves of a retailer like Tesco makes the hard work worth it.”

Adam’s advice for anyone starting a business is:• Business opportunities are everywhere you just need to look• Do the research• Don’t be afraid to start – what’s the worst that could happen? It’s not all that bad!!• Start small and focus on one core idea• Have a story to tell about your business. Real life stories make people connect with brands and the quality of the product makes them buy again• Use great packaging so that you stand out on the shelf• Be prepared to put the hours in; there are no shortcuts

Case Study: Overcoming Challenges

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Challenges Skills/Strategies Needed

Task: Now compare your findings to those below. What are the key components that led to his success?

Challenges Skills/Strategies NeededNo track record in the tea business Used personal story to become

better known Unique proposition – In an existing

marketplace do something different from competitors – create a storm!

Starting from scratch Did a lot himself – hard working Budget Focused on one big idea Used personal skills, including

perseverance, in order to reach the buyers

Inexperienced Made use of what he already knew – business skills from his degree

Continual learning: reading, applying skills in different scenarios, listening to others – distinguish the good advice from the bad

Looked on project as low risk so didn’t fear failing

Lack of finance Started small, not overambitious Found funding where he could (e.g.

Get Started grant, awards, family) Lived on a tight budget

Keeping motivated Belief in self and in his product Energy and enthusiasm that rubs off

on others Take inspiration – look to other

successful people and listen to their stories

Resilience – not taking no for an answer

Without self-confidence and resilience the business owner would not have got the business off the ground.

Hopes and Fears

Focusing on our hopes and fears when we’re starting on a new chapter of our lives can be daunting. But if we identify techniques and strategies that help build our skills in dealing with challenges our self-confidence will grow.

30Task: Consider the three scenarios below. In the tables below, identify the hopes of the scenario, then consider the fears. From this, identify the skills and strategies you could adopt to overcome the fears and make your hopes more achievable.

ScenarioMoving away from home to a new city to start a first jobHopes Fears Skills/strategiesE.g. To do well at work and settle in quickly

E.g. Not knowing how to do the job

E.g. Find out as much about the job as you can before you start.

ScenarioStarting university and moving into halls of residenceHopes Fears Skills/strategiesE.g. To make new friends E.g. Not liking the people

you share your accommodation with

E.g. Be interested in others and make friends with those who you have most in common with

ScenarioTaking up an opportunity for 3 months’ volunteering overseasHopes Fears Skills/strategies

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Task: Consider the three scenarios below. In the tables below, identify the hopes of the scenario, then consider the fears. From this, identify the skills and strategies you could adopt to overcome the fears and make your hopes more achievable.

E.g. To enjoy exploring a new country and culture

E.g. Not understanding (or liking) the culture or climate

E.g. Find out about the local customs and read all the information the organisation gives you

It is natural to have a mixture of emotions when starting anything new but, in developing skills that allow us to cope with the challenges, we develop our confidence and resilience

in dealing with potential setbacks.

Building Resilience

Learning from experience

An integral part of building our skills and confidence is our ability to learn from experience.

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It is important to turn a negative feeling into a positive one. Learning from experience is a reflective process - one where we have to really think about what went well and why; and what didn’t go well and why. We need to make sure we include in this thinking the reaction and feedback from others to help us.

Working with feedback

ScenarioYou have made a presentation as part of a recruitment event and receive this feedback. “The content of your presentation was good but there were a few problems with your delivery. You seemed to rush through so it was difficult to follow the argument. You tended to read from your notes. You weren’t involving your audience. Can you think of some ways you could have done that?”How might the feedback make you feel? What steps could you take to develop your

skills? What could you do differently next time?

ScenarioYou have been unsuccessful with a job application and have asked the employer for some feedback. This is the response you receive. “I’m afraid we’re unable to take your application any further. You ruled yourself out by certain mistakes in your CV and covering letter. It would seem that you have used the

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Task A: Discuss how easy it is to learn from experience, particularly when the experience has been a negative one. Can you give any examples where you feel you have said/done something wrong, perhaps in work or an interview situation? Ho

Task B: Give and share any examples where you feel you have said/done something wrong, perhaps in work or an interview situation. How did you rectify this or how could you have dealt with this?

Task: Discuss the scenarios below and use the template to record your thoughts and ideas. Focus on the feedback given in the scenario and how, by acting on feedback positively, you can develop skills and learn from experience.

If you had received this feedback how would you feel about it? What could you learn from the feedback and what skills might you work on as a result? Think of some strategies you could develop to change the situation for the next opportunity.

same covering letter for several jobs since, besides some spelling errors, it contained information relating to another application for a different company. Accuracy and attention to detail is something we look for in all our employees and your written application didn’t present well although it’s clear you have some good qualifications and work experience to draw on.”How might the feedback make you feel? What steps could you take to develop your

skills? What could you do differently next time?

ScenarioYou have been unsuccessful at a job interview and have had this feedback from the interviewer.“Although you were a very good candidate with the right qualifications we weren’t convinced that you would be right for this position. It felt as though this was one of many jobs you had applied for. We couldn’t be sure this was a job you really wanted. You seemed to be ‘going through the motions’ with very short answers to every question. Our impression was that you were not just nervous but uncomfortable being at the interview and that made us feel uncomfortable. You showed little interest in the job or company.”How might the feedback make you feel? What steps could you take to develop your

skills? What could you do differently next time?

Moving Forward

Learning from experience is a cycle where we are constantly reviewing and evaluating, and developing our skills and behaviour accordingly, even when feedback we receive is presented negatively.

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In employment situations those employees who are strong in this process are highly valued, e.g. being able to identify when something’s gone wrong and owning up to it; taking responsibility in a mature way rather than shifting blame.

Reflecting on Experience

This activity will help you think about those situations where it’s good to have a go at a new experience - something that you don’t feel too confident about but where you could learn something new and develop your skills.

Think of something where you felt good about trying something out and learnt something from it. How did it make you feel? What were the emotions you experienced? Write these down.

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Task: The next time you receive criticism (whether academically or professionally, make a note of it here and state how you reflected and moved forward.

Task: Identify a situation like this that they’ve experienced in the past. If possible you should think of one situation where you felt there was a negative outcome and one that was more positive.

Scenario

Positive Emotions

What have I learnt from the outcome?

Now try to think of one situation where you felt negative about the outcome. What were the emotions you felt? Write these down. Now think about why those emotions were negative and how you could have viewed the situation more positively. What would you do differently if you had your time again?

Assertive behaviour

What does being assertive mean?

Examples of behaviours

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Scenario

Positive Emotions

What have I learnt from the outcome?

Scenario

Positive Emotions

What would I do differently in the same situation?

Task: Skills in being assertive take practice and the ability to be assertive can grow the more experienced we become. If you are self-confident and positive in your approach to life you are more likely to be naturally assertive. But what are the benefits of assertive behaviour? List your ideas below.

Task: Look at the possible responses to each scenario and decide which category each response matches from passive, assertive or aggressive. Then decide what the possible outcome or

Scenario: Arrangements that have been made by someone else but that involve you are inconvenient for you

Tell the arranger you can’t attend

Explore all the options with the arranger to see if an alternative can be made

Go along with the arrangement

PassiveAggressiveAssertivePossible consequences

Scenario: You are moving out of a rented room and the landlord has withheld your deposit based on damage not done by you

Prepare evidence, explain calmly and negotiate a settlement

Accept the situation, do nothing and lose the deposit as you don’t want to argue

Use threatening language and insist on full and immediate payment

PassiveAggressiveAssertivePossible consequences

Practising assertive behaviour

Scenario: You have been given a deadline that is impossible to meetMiss the deadline, Hit the deadline by

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Task: Look at the possible responses to each scenario and decide which category each response matches from passive, assertive or aggressive. Then decide what the possible outcome or

Task: Consider how you would response to each scenario. How could you change your behaviour and what would be the benefit?

Task: The following scenarios omit the example for assertive behaviour. Read and discuss the passive and aggressive examples and then decide on an appropriate assertive example. Complete the table, writing in what you would do in each situation.

refusing to deliver anything because of the unreasonable demands

working unreasonable hours and do a poor or unfinished job

PassiveAggressiveAssertivePossible consequences

Scenario: You have been criticised for something you feel is not your fault or not justifiedYou accept the criticism and say nothing

Reject the criticism and say you are right and they are wrong

PassiveAggressiveAssertivePossible consequences

Top tips for assertive behaviour

Top Tips

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Task: Discuss in your groups some top tips to remember in practising being assertive. First compare your top tips with other groups and add any additional ideas to your list. Then think about some situations where you might need to be assertive and how you would use the tips.

Situations where I may need to be more assertive

The Sixth Form Chef

Helpful advice on kitchen essentials, cupboard basics and how to prepare food - including some tasty recipe suggestions.

Cupboard essentials

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Task: There are many cupboard essentials that prove useful for the basis of any meal. Scenario: It is your first week living alone and you are advised to purchase the basics. What would you purchase? List below.

Task: Some cupboard basics are listed below. Tick any that you identified. Research and label the best cost you can find for each of these items.

Olive oil and Vegetable oil Tinned tomatoes or Passata, Tomato puree Rice (basmati, risotto, long-grain) Stock cubes (low-salt) Soy sauce (low-salt if possible) Worcestershire sauce Dried herbs and spices (buy these at the start of term and they keep for ages!) –

cumin, coriander, turmeric, paprika, etc Beans and pulses (tinned and dried) - Kidney beans, red lentils, chickpeas Garlic Sugar Plain white flour Dried pasta (penne, spaghetti, macaroni) Noodles, cous cous Tinned fish e.g. sardines, tuna (go for those in water, not oil) Tinned fruits, go for these in juice not syrup Parmesan cheese (this keeps for ages and is great with pasta dishes)

Preparing vegetables and other stuff you need to know

Ideally, you should have all your preparation done beforehand i.e. chopping, measuring, oven preheated, etc.

GarlicNothing quite compares to the smell of garlic frying gently in oil, (unless of course you loathe garlic!). Buy it fresh and it should keep a week or two. You should always add garlic last to prevent it from burning.

Olive oilOlive oil is a healthy choice because it is low in saturated fat and high in unsaturated fats. Cheaper alternatives include rapeseed oil, sunflower and vegetable oils.

Ginger and chilliesGinger is great in stir fries and curries. If you’ve never used it before it looks really odd. It also freezes really well, which makes it easy to grate. Chillies also freeze really well which makes it easy to cut and grate them.

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Total cost of basics:

If you’ve never used fresh chillies before, you need to be careful chopping them as they can sting your hands. Freezing is a good way round this, or the alternative is to use chilli powder. Wash your hands immediately after preparation and do NOT touch your eyes or other sensitive areas!

PastaDried pasta keeps for months and is the staple of many a student diet. You can also get wholegrain varieties which are worth trying. Always make sure the water is boiling before adding pasta.

RiceThere are loads of different kinds of rice worth trying. Basmati is typically used in Indian food and cooks to give fluffy grains. Risotto rice can be quite nutty. The most popular kind is arborio which you can get in most supermarkets. Long-grain rice makes a good base for stir-fries and salads and also comes in wholegrain varieties.

Chopped tomatoes/Passata/Tomato pureeThese are an essential item in every kitchen. Passata is essentially sieved tomatoes and can be found beside tomato puree in supermarkets. Tomato puree is concentrated and adds great flavour to dishes. They go with pasta, Chinese, one-pot meals and always taste great.

VegetablesYou only need to scrub or wash them well. This will help prevent nutrient loss and add fibre to your diet. Be careful chopping veg. With certain vegetables like carrots or courgettes, it’s a good idea to slice them down the middle in half then chop them on the diagonal

Cutting down on fat when cooking meatIf you’re trying to have less fat, it’s a good idea to cut off any visible fat and skin before cooking because fat, crackling and poultry skin are much higher in fat than the meat itself. Here are some other ways to reduce fat when you’re cooking meat:

Grill meat rather than frying. Try not to add extra fat or oil when cooking meat. Try using smaller quantities of meat in dishes and more vegetables, pulses and

starchy foods.

Cutting down on salt when cooking

Use herbs or spices instead of salt if possible Experiment with recipes to cut down on salt without comprising the taste.

ThawingWhen cooking pre-packed frozen foods, always follow instructions on defrosting and/or cooking from frozen.

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If cooking from frozen allow sufficient time for food to be thoroughly cooked and check it before serving.

When defrosting foods make sure they are fully defrosted before cooking.

Allow food enough time to thaw. Never re-freeze food once it has started to thaw. Thaw food by placing it on the bottom shelf of the fridge in a container to catch any juices. These juices can be contaminated so wash dishes – and hands – thoroughly after use.

Essential kitchen equipment

Can Opener

Potato peeler

2 x saucepans (one medium/large and one small)

a wok or frying pan

ovenproof dish

plates (at least 2 of each)

bowls (at least 2 of each)

cutlery (at least 2 of each)

sieve

a couple of stirring spoons

one sharp knife

chopping board (ideally you should have two, one for veg/bread, and one for meat – plastic are best for this)

casserole/ovenproof dish

cooking utensils (wooden spoon, spatula, potato masher, grater)

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Task: Identify the cost of the essential kitchen tools

What’s on the menu?

When living independently it is important to have a varied diet. You may be able to cook spaghetti bolognaise now, but eating this every other evening is not ideal!

Meal Evaluation

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Task: Research and outline the ingredients and cooking method for a dinner recipe.

Ingredients:

Method:

Task: Produce this meal at home or with friends in your own time. Be sure to take photographic evidence of your success (or disaster!) As a group you will feedback

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Task: Produce this meal at home or with friends in your own time. Be sure to take photographic evidence of your success (or disaster!) As a group you will feedback

Dish Made:

Total Cost:

Servings:

1) What cooking/preparation methods did you use?

2) What skills did you use and develop?

3) Is there anything you changed or would like to change if you made the dish again?

4) What was the best element of your dish, why?

5) Find out what someone else thinks about your dish.

6) How could you reduce the cost of the meal? List new pricings below.

Driving TheoryBefore you can take your practical driving test, you need to pass your theory test. It’s a really important part of learning to drive: when you get to your practical test, you’ll need to show that you can use what you learn for this test when you’re driving on the road. The car theory test costs £23 and can be booked here: https://www.gov.uk/book-theory-test

It’s vital to prepare for your theory test: there’s a lot to learn about the rules of the road. The better prepared you are, the more likely you are to pass first time, which will save you the time and money that retaking the test will cost.

The Theory TestThere are two parts to the test

the multiple choice part the hazard perception part.

Preparing for the multiple choice test

The questions in the multiple choice test are taken from three books

The Official Highway Code The Official DVSA Guide to Driving – the essential skills Know Your Traffic Signs .

You’ll need to use all of these when you’re preparing. There are lots of products available that contain practice questions, but it's really important you don't just learn the answers without understanding fully why it's correct because the questions on the actual test aren’t exactly the same as the practice ones.

The multiple choice test covers the following topics:

alertness attitude safety and your vehicle safety margins hazard awareness vulnerable road users other types of vehicle road conditions and vehicle handling motorway driving rules of the road road and traffic signs essential documents incidents, accidents and emergencies vehicle loading.

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Tips to help you learn

There are various methods you can use to help you learn what you’ll need to know for your test. Here are a few ideas:

Link what you’re learning to your own experiences: for example, think about where you’ve seen an example of a road sign and use this to help you remember what the sign means.

Use mnemonics: these are sayings or stories that help you remember something – for example, ‘Richard Of York Gave Battle In Vain’ reminds you of the colours of the rainbow (red, orange, yellow, green, blue, indigo, violet).

Practice the question formats: as well as knowing all the information, you’ll also need to know how the questions are asked in the test. Use the practice test and the self-assessment questions in The Official DVSA Theory Test for Car Drivers.

Plan your study: set yourself some timelines and targets. This will help you to see your progress and make sure you haven’t missed anything. Plan to do your studying somewhere you won’t be disturbed and at a time when you’re fully awake.

Get help: use friends, family, your driving instructor or your colleagues from work to ask questions and share driving experiences.

Use the stopping distances game and road sign quiz in the Driver Knowledge Centre to help you practice too.

Preparing for the hazard perception test

This part of the test checks you can recognise and respond to hazards that could happen while you’re driving. Being out on the road with your instructor will help you prepare for this part. There’s also The Official DVSA Guide to Hazard Perception, an interactive DVD-ROM that will help you learn to recognise hazards, know what to do when you see a hazard and practice for the test.

In the test you’ll see 14 film clips, each shown from a driver’s point of view. You’ll need to spot the developing hazard in each film: this is something that might need you, as the driver, to take some action such as changing speed or direction.

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Task: On the following pages complete the practice theory test. Do not look ahead to find the answers, instead assess your current knowledge of driving and road safety.

Theory Test 1) What does this sign on the instrument panel mean?

□ A - The fan-belt has broke □ B - The handbrake is on □ C - The lights are on main beam □ D - The lights are on dipped headlights

2) You must not stop on a motorway. What are the 2 exceptions to this rule? 2 answers required

□ A - When you have been driving for longer than 2 hours □ B - In an emergency □ C - When flashing red lights show above your lane □ D - When you want to pick up a hitch-hiker □ E - To answer your mobile phone

3) If you see a vehicle with a flashing Green light, what might it signify? □ A – Police □ B – Doctor □ C - Fire engine □ D - Slow moving or broken down vehicle

4) When driving on a motorway, when should you indicate to change lanes?

□ A - You should indicate to pull out but not on returning to a lane □ B - You should always indicate to change lanes □ C - You only need to indicate when there are other drivers behind you □ D - Don't indicate when you are on the motorway

5) During an emergency stop your wheels lock and skid, would you:-

□ A - Turn the steering wheel to the left □ B - Turn the steering wheel to the right □ C - Release the brake and let the vehicle roll to a stop □ D - Release the brake and then re-apply it

6) How long is an MOT valid for?

□ A - 1 year after the date of issue □ B - 3 years after date of issue □ C - 50,000 miles □ D - 100,000 miles

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7) In windy conditions you need to take extra care when?

□ A - Using the brakes □ B - Making a hill start □ C - Passing pedal cyclist □ D - Turning into a narrow road

8) A two-second gap between you and the car in front is when conditions are?

□ A – Dry □ B – Wet □ C – Foggy □ D - Damp

9) The approach to a pedestrian crossing is usually marked with:-

□ A - Yellow lines □ B - Zig-zag lines □ C - Double white lines □ D - Single white lines

10) You are towing a small trailer on a busy three-lane motorway. You must: 2 answers required

□ A - not overtake □ B - not exceed 60 mph □ C - use only the left and centre lanes □ D - have a stabiliser fitted

11) What does this motorway sign show?

□ A - Low-flying aircraft or sudden noise □ B - Stop on the hard shoulder □ C - Use the nearside lane □ D - Leave the motorway at the next exit

12) What does this warning light on the instrument panel mean?

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□ A - Engine oil low □ B - Hazard warning light □ C - Brake fluid is low or the handbrake is on □ D - Engine overheating

13) A full photo card Driving Licence is valid for?

□ A - 3 years □ B - 5 years □ C - 10 years □ D - Until you reach 70

14) You are travelling on the motorway and are feeling tired. What should you do?

□ A - carry on but slow down □ B - leave the motorway at the next exit □ C - complete your journey as quickly as possible □ D - stop on the hard shoulder

15) What is the normal (national) speed limit for cars in the left-hand lane of a

threelane motorway?

□ A - 40 mph □ B - 50 mph □ C - 60 mph □ D - 70 mph

16) Where would you see this road sign?

□ A - On a Ring road □ B - On a Motorway □ C - Approaching a Roundabout □ D - In a Car Park

17) Which type of crossing detects the movements of pedestrians?

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□ A – Zebras □ B – Pelicans □ C – Puffins □ D - Toucans

18) What is the Maximum speed for a Heavy Goods vehicle (exceeding 7.5 tonnes

maximum laden weight)" on a Motorway?

□ A - 40 mph □ B - 50 mph □ C - 60 mph □ D - 70 mph

19) Which of these, if allowed to get low could cause an accident?

□ A - Brake fluid level □ B - Anti-freeze level □ C - Battery water level □ D - Radiator coolant level

20) What does; this sign mean?

□ A - Slippery road □ B - Swing bridge ahead □ C - Accident spot ahead □ D - Quayside or river bank

21) You are driving on a well-lit motorway at night. You should?

□ A - Use only your sidelights in good weather □ B - Always use your headlights □ C - Always use your fog lights □ D - Use headlights only in bad weather

22) Your overall stopping distance will be much longer when:-

□ A - Driving in the rain □ B - Driving at night □ C - Driving in the fog □ D - Driving in strong winds

23) If you see a vehicle with a flashing amber light, what might it signify?

□ A - Police car

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□ B – Doctor □ C - Fire engine □ D - Slow moving or broken down vehicle

24) Once you have passed your Theory and Practical Driving Tests, your entitlement to

drive is usually valid until you reach the age of:

□ A – 50 □ B – 60 □ C – 65 □ D – 70 □ E - 80

25) What does; this sign mean?

□ A - You have right of way □ B - No overtaking □ C - Smaller vehicles keep left □ D - Oncoming traffic has priority

26) You are driving past a row of parked cars. What should you do if you see a football bounce out in front of you?

□ A - Sound your horn □ B - Continue at the same speed, but flash your lights □ C - Slow down and be prepared to stop □ D - Stop and wave the children to fetch their football

27) On ice or snow braking distances can increase by:-

□ A - 4 times □ B - 6 times □ C - 10 times □ D - 20 times

28) Which THREE of these emergency services might have a blue flashing beacon? 3 answers required

□ A - Gritting lorries

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□ B - Doctors cars □ C - Bomb disposal □ D - Pet ambulances □ E - Mountain rescue □ F - Coastguard

29) How will a school crossing patrol signal you to stop?

□ A - By pointing to children on the opposite pavement □ B - By displaying a red light □ C - By displaying a stop sign □ D - By giving you an arm signal

30) What advice should you give to a driver who has had a few alcoholic drinks at a

party?

□ A - Go home by public transport □ B - Wait a short while and then drive home □ C - Have a strong cup of coffee and then drive home □ D - Drive home carefully and slowly

31) In which circumstances may you reverse on the motorway?

□ A - In an emergency □ B - If you breakdown on the right hand lane □ C - If you are on the hard shoulder □ D - none

32) You are driving down a steep hill. Why could keeping the clutch down or selecting

neutral for too long be dangerous?

□ A - It will wear tyres out more quickly □ B - It will damage the engine □ C - Fuel consumption will be higher □ D - Your vehicle will pick up speed

33) What must you have to park in a disabled space?

□ A - A wheelchair □ B - A blue badge □ C - A modified vehicle □ D - An advanced driver certificate

34) What does; this sign mean?

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□ A - Beware tram rails □ B - Level crossing ahead □ C - Beware overhead cables □ D - Trams crossing ahead

35) An emergency vehicle with flashing blue lights is catching you up. What should you

do?

□ A - Nothing-just proceed as normal □ B - Go faster to keep the road clear □ C - Stop as soon as possible □ D - Make room for them to pass, if necessary pull over and stop

36) Before reversing, what should you check?

□ A - Behind you □ B - Your door mirror □ C - Ahead and behind you □ D - All around

37) At traffic lights, amber on its own means?

□ A - Go if the way is clear □ B - Go if no pedestrians are crossing □ C - Stop at the stop line □ D - Prepare to go

38) What does; this traffic sign mean?

□ A - Dual carriageway ends □ B - Road narrows on both sides □ C - Two way traffic straight

ahead □ D - Danger ahead

39) What does this sign mean?

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□ A - Parking for military vehicles □ B - Oncoming military vehicles □ C - Slow moving military vehicles likely to be crossing or in road ahead □ D - Tanks only

40) Where are you most likely to see this sign?

□ A - In a built-up area □ B - In a car park □ C - On the motorway □ D - In a lay-by

41) What does; this motorway sign mean?

□ A - 11 ton weight limit □ B - Through traffic use left lane □ C - Right-hand lane closed

ahead □ D - Right-lane T junction only

42) What does; this sign mean?

□ A - Minimum speed limit □ B - No stopping □ C - End of 20 mph zone □ D - Entry to 20 mph zone

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43) What does this sign mean?

□ A - Cyclists and pedestrians in the road ahead □ B - Segregated pedal cycle and pedestrian route □ C - Cycle route ahead □ D - No entry to cyclists and pedestrians

44) What does; this sign mean?

□ A - Give way to vehicles on the right and left □ B - Traffic passes on both sides □ C - Turn off at the next junction on the motorway □ D - Pass either side to get to the same destination

45) If your steering suddenly feels light it is a sign that:-

□ A - Your power steering system has failed □ B - You are steering whilst the car is stationary □ C - The tyres are losing their grip on the road □ D - Your tyre pressures are low

Case Study: You decide to visit your mother who lives about 20 miles away. The journey will take you on various roads including country lanes and A class roads and also a dual carriageway. You’ve been before so think you know your way, you also have a mobile phone with you, so will be able to ring for directions if you get lost. 46) You are driving along a single track road with passing places only on the right. A vehicle behind wishes to overtake; should you?

□ A- slow down □ B- Speed up □ C- Wait opposite the passing place on the right □ D - Drive into the passing place on the right

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47) On your journey you encounter a box junction, when may you enter this box junction?

□ A - Only when your exit road is clear □ B - Only when there are less than two vehicles in front □ C - Whenever you need to turn right □ D - Whenever the traffic lights show green

48) A learner driver you are following stalls at a junction. What should you do?

□ A - Shout instructions □ B - Be patient and wait for them to move on □ C - Steer around them and drive on □ D - Sound your horn and flash your lights

49) You are driving along a country road. What should you expect to see coming towards you on YOUR side of the road?

□ A – Motorcycles □ B – Pedestrians □ C - Horse riders □ D - Tractors

50) Part of your journey is on a dual carriageway, what is the national speed limit on a

dual carriageway? □ A - 50 mph □ B - 70 mph □ C - 60 mph □ D - 40 mph

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Total: /50

The pass mark for the Theory Test is 86%, so you'll need to answer 43/50 multiple choice questions correctly to pass. And for the hazard perception section of the test, you need to score 44/75. Would you have passed the multiple choice question?

Answers

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1. C2. B/C3. B4. C5. D6. A7. C8. A9. B10. B/C11. D12. C13. C14. B15. D16. A17. C18. C19. A20. D21. B22. A23. D24. D25. D26. C27. C28. C/E/F29. C30. A31. D32. D33. B34. C35. D36. D37. C38. A39. C40. C41. C42. C43. B44. D45. C46. C47. A48. B49. B50. B

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