WHAT IS SAFE? · 6 sets of sorting cards, storyboard triggers and class set of worksheets, video...
Transcript of WHAT IS SAFE? · 6 sets of sorting cards, storyboard triggers and class set of worksheets, video...
1
2
WHAT IS SAFE?
SAFE (Substance Awareness For Everyone) is a multi–agency substance
misuse education programme for Year 6 pupils across RCT. The SAFE
programme consists of 6 interactive lessons that introduce a number of
community and safety issues to pupils. Lessons promote pupil participation
in community issues as well as encouraging parental participation and
awareness-raising. The project draws on good practice and past
experience in the RCT area to ensure that both the educational needs of
pupils and wider local needs are met.
BACKGROUND TO SAFE SAFE has been developed with the All Wales School Liaison Core
Programme in partnership with ESIS (Education and School Improvement
Service) primary head teachers and pupils from RCT (Rhondda Cynon
Taf).
WHO DELIVERS SAFE? Lessons 1 and 6 are delivered by the Year 6 teacher who may be
supported by Police Community Support Officers. Lessons 2 to 5 are
delivered by School Community Police Officers.
Lesson outlines are provided for all lessons and each pupil participating in
the project is provided with a colourful workbook.
All pupils have a chance to participate in an end of project celebration
event.
3
Lesson 1 – Introduction to S.A.F.E.
Lesson 2 – So What‟s the Problem?
Lesson 3 – It‟s Your Choice
Lesson 4 – I Didn‟t Think!
Lesson 5 – Be Cyber Safe
Lesson 6 – Review and Quiz
4
AIM
■ Introduction to the SAFE Programme
PSE FRAMEWORK OBJECTIVES 2008
■ Form personal opinions and make informed decisions S( DT)
■ Express their views and ideas confidently through a range of
appropriate methods S(DC)
■ Resist unwanted peer pressure and behaviour S(WO)
■ Take increasing responsibility for keeping the mind and body safe and
healthy R(HWB)
■ The harmful effects both to themselves and others, of alcohol and
other legal and illegal substances R (HWB)
■ Personal actions have consequences R(M&S) LESSON OBJECTIVES
■ To introduce the SAFE project
■ To identify opinions and attitudes in relation to a number of safety
issues
■ To determine the pupil‟s level of knowledge of safety issues
KEY WORDS
drugs, alcohol, anti-social behaviour, peer influence, the Internet
METHOD
■ Explain – display the learning objectives and key words
■ Distribute the pupil work booklet.
■ As a pair activity define the word drug
■ Class feedback and agreement on a class definition
■ As a class activity board blast the reasons why people use drugs
■ Whole class circle time activity to determine attitudes and opinions in
relation to the designated safety issues.
■ Post it note question and answer time to share with SCPO on
Project SAFE Lesson Duration:
Variable, up to 60 minutes.
KEY STAGE: UKS2
LESSON: Lesson 1 - Teacher Introduction
5
subsequent visit
■ Review
RESOURCES
■ Pupil work booklet
■ 1 set of attitude and opinion statement picture cards.
■ As a class activity board blast
KEY LEARNING
ISSUES LESSON CONTENT
TIME
GUIDE
Introduction
Provide the
framework or
big picture.
Definition of
the term drug
As an introduction the teacher should explain:
The purpose of the SAFE project to the class
The aims and objectives of the lesson
Introduce key words
This should include the reinforcement of classroom rules
as some of the lessons will be delivered by the School
Community Police Officer who can refer to these in
future lessons.
Distribute the pupil work booklet.
Ask the class in pairs to write a definition of the word
drug in their work booklet. (Use prompt words if
necessary). Think – Pair- Share, as class feedback.
As a class, agree an acceptable definition of the word
drug.
Definition
A drug is something that changes the way your mind or body works
Ask the pupils to record the agreed class definition in
their pupil work booklet.
10
mins
Different
people have
different
attitudes to
drugs
As a class activity, introduce the idea that pupils will be
considering how people feel about drugs and reasons why
people use drugs. Board blast the pupil responses.
10
mins
6
KEY LEARNING
ISSUES LESSON CONTENT
TIME
GUIDE
Establish and
Identify pupil
prior:
■ Knowledge
■ Perceptions
Correct any
misconceptions
Ask the class to sit in a circle and firstly reinforce the
circle time rules
Divide the circle into pairs and provide each pair with an
attitude and opinion statement picture card. Stimulate an
initial discussion to obtain current awareness of issues
and their attitudes towards drugs.
Think – Pair - Share. Facilitate feedback as whole class
discussion. Correct any misconceptions that become
evident.
At the end of the circle time session ask pupils to pose
any remaining questions they have on post it notes. The
teacher can collect and display any questions submitted.
The teacher can answer the questions correcting any
misconceptions that become apparent.
Discuss with the SCPO on their subsequent visit any
significant issues or misconceptions arising from the post
it questions the pupils submitted. These can be
addressed by the SCPO during the appropriate lessons
e.g. drugs, alcohol, anti social behaviour and internet
safety to reinforce the teachers previous answers.
30
mins
REVIEW PLENARY TIME
GUIDE
Assess the pupils understanding of key objectives through questioning,
e.g. What have you learnt about SAFE today?
10
7
STRAND: Drug and Substance Misuse Lesson Duration:
Variable, up to 60 minutes
KEY STAGE: KS2
LESSON: So! What‟s the Problem?
AIM
■ To understand the risks and consequences of alcohol and solvent use
and misuse.
PSE FRAMEWORK OBJECTIVES 2008
■ To listen carefully, question and respond to others. S (DC)
■ To express their views and ideas confidentiality through a range of
appropriate methods. S (DC)
■ To give opportunities to ask for personal support and advice. S (WWO)
■ To listen attentively in different situations and respond appropriately.
S (DC)
■ To know the harmful effects both to themselves and others of alcohol
and solvents. R (H&E)
■ To give opportunities to take increasing responsibility for keeping the
mind and body safe and healthy. R (H&E)
■ To understand that personal actions have consequences. R (M&S)
■ To understand the effects of and risks from the use of a range of legal
and illegal substances and the laws governing their use. R (H&E)
LESSON OBJECTIVES
■ To know about the harmful effects both to themselves and others of
alcohol and solvents and to understand that all actions have
consequences.
■ To express their ideas confidently and develop decision making skills.
■ To take increased responsibility for their actions, keeping their body
safe and to have respect for rules and the law.
■ To raise awareness of strategies and sources of help.
KEY WORDS
alcohol, solvents, depressant, risks, consequences.
RESOURCES
8
■ Key words, 1 definition of a drug, 1 definition of alcohol, 1 definition of
a solvent, 1 definition of binge drinking, definition of ASB.
■ 1 set of alcohol flashcards or real props, flip chart paper.
■ A human bingo display sheet, a class set of human bingo sheets.
■ 6 sets of sorting cards, storyboard triggers and class set of
worksheets, video clip “Alcohol on Trial” from the “Thinking about
Drinking” video.
■ 1 set of cards for „alcohol strengths‟ values continuum.
INTRODUCTION
■ Optional warm-up activity.
■ Ensure that the link with the previous lesson is explained.
■ Agree golden rules.
■ Clearly outline the classroom agreement about confidentiality.
■ Explain and display the learning objectives and key words.
MAIN ACTIVITIES
■ Optional warm-up activity.
■ Ensure that the link with the previous lesson is explained.
■ Golden Rules and Confidentiality Agreement.
■ Introductory pair work, what is a drug? Discuss feelings about drugs.
■ Class discussion to decide on a definition for alcohol and solvents.
■ Class brain storming activity on the board to name all the drinks they
know. Divide the list into alcoholic and non-alcoholic drinks.
■ Values continuum exercise to explain varying alcohol strengths.
■ Class activity, Human Bingo to establish prior knowledge.
■ Group card sorting activity.
■ Watch the video clip “Alcohol on Trial” discuss ASB and binge drinking
and its effects on the community. Discuss the laws and consequences
of breaking them.
■ Group storyboard activity through discussion/draw and write
activity/role play.
REVIEW/PLENARY
■ Circle Time
9
SUGGESTED – TEACHER FOLLOW-UP ACTIVITIES
For more detailed information and resources for the listed activities
below see the teachers section of www.schoolbeat.org
Activities
1. Use either a). Class Bingo or b). the PowerPoint quiz - to reinforce and
connect with previous work delivered by the School Community Police
Officer
2. Reasons not to……. activity. - This involves group discussion to consider
and rank the
reasons for not misusing alcohol
3. Opinion finder activity - is a class exercise to encourage pupils to share
and discuss their opinions in relation to alcohol.
4. Strategies activity to encourage pupils to consider a series of strategy
statements and engage in discussion
5. Scenario theatre - this activity allows the group to understand the
effect of different attitudes and behaviours and the consequences of
different actions
6. Risky behaviour activity - to illustrate the risks in relation to drugs of
making wrong or uninformed decisions. Please read the instructions
carefully.
7. For the teacher to explore the issues surrounding peer pressure with a
class use the set of “pressure and influence” role play activity cards.
10
AIM
■ To begin to know about the harmful effects of legal and illegal
substances.
PSE FRAMEWORK OBJECTIVES 2008
■ To form personal opinions and make informed decisions. S (DT)
■ To listen carefully, question and respond to others. S (DC)
■ To resist unwanted peer pressure and behaviour. S (WWO)
■ To take increasing responsibility for keeping the mind and body safe
and health. R (H&E)
■ To understand the harmful affects, both to themselves and others, of
tobacco, alcohol and other legal and illegal substances. R (H&E)
■ To understand that personal actions have consequences. R (M&S)
LESSON OBJECTIVES
■ To understand the classification of drugs, e.g. legal, illegal, medical and
other substances.
■ To recognize and understand the power of peer influence and pressure.
KEY WORDS
legal, illegal, medicine, use, abuse.
RESOURCES
■ Key word cards.
■ Outline sketch sheet,
■ 4 flipchart sheets, 4 coloured pens,
■ 4 hoola hoops, 4 drug category cards.
■ Drug name flash cards,
■ 1 drug definition posters,
■ 1 medicine definition poster,
■ Values continuum question and answer sheet.
■ A medicine bottle.
STRAND: Drug and Substance Misuse Lesson Duration:
Variable, up to 60 minutes.
KEY STAGE: UKS2
LESSON: Its Your Choice
11
INTRODUCTION
■ Optional warm-up activity.
■ Ensure that the link with the previous lesson is explained.
■ Agree Golden Rules.
■ Clearly outline the classroom agreement about confidentiality.
■ Explain – display the learning objectives and key words.
MAIN ACTIVITIES
■ Select either:
Listen and Draw activity.
Paper Carousel activity.
■ Arrive at a class definition of a drug.
■ “Hoop Sorting” exercise (legal, illegal, medical, other) – emphasise the
difference between drugs and medicine.
■ Values continuum.
REVIEW/PLENARY
Assess the pupils understanding of key objectives through questioning.
Clarify any misconceptions.
Discuss the term “peer pressure”.
Reinforce the main learning outcomes.
SUGGESTED – TEACHER FOLLOW-UP ACTIVITIES
For more detailed information and resources for the listed activities
below see the teachers section of the website
Activities
1. Mystery story making group exercise - involving a problem solving
thinking frame and reflection activities
2. „Pressure and influence‟ situation cards - to explore the issue of peer
pressure further with the class. A set of “pressure and influence” role
play/situation activity cards can be used to encourage pupils to decide
the most appropriate and safest solution for the situation. The scenarios
can be enacted with the teacher highlighting the positive points that
arise. Answers to the role plays can be collated using the table provided.
This could involve discussion of the good ideas. The results can either be
displayed in class or photocopied for the pupils‟ PSE folder.
12
AIM
■ To develop an understanding of anti-social behaviour
PSE FRAMEWORK OBJECTIVES 2008
Identify links between cause and effect. S (DT)
Contribute to class discussions and take part in debates. S (DC)
Resist unwanted peer pressure and behaviour. S (WWO)
Empathise with others‟ experiences and feelings S (WWO)
Feel positive about themselves and be sensitive towards the
feelings of others. R (H&E)
Be honest and fair and have respect for rules, the law and
authority. R(M&S)
LESSON OBJECTIVES
To increase pupils knowledge and understanding of anti-social
behaviour.
To understand that our actions have consequences.
To understand that we have choices/can make positive choices.
KEY WORDS
choices, consequence, anti-social behaviour
RESOURCES
Keywords
Definition of anti-social behaviour
DVD – I Didn‟t Think!
5 sets of sorting/describing words
A4 character photographs
Character photo notes sheet
ASB letter
Information sheet - the anti-social behaviour process
PowerPoint
STRAND: Social Behaviour & Community Lesson Duration:
Variable, up to 60 minutes.
KEY STAGE: UKS2
LESSON: I Didn‟t Think!
13
MAIN ACTIVITIES
INTRODUCTION
■ Optional warm-up activity.
■ Ensure the link with the previous lesson is explained.
■ Agree Golden Rules.
■ Clearly outline the classroom agreement about confidentiality.
■ Explain – display the learning objectives and key words.
■ In pairs pupils discuss, – „What is anti-social behaviour?‟
MAIN ACTIVITIES
■ Introduce the definition of anti-social behaviour.
■ Class view the DVD, „I Didn‟t Think!‟ and identify examples of anti-social
behaviour.
■ Group Activity: Card sorting activity to describe types of anti-social
behaviours.
■ Group Activity: Discussion of the effects of anti-social behaviour on
victims using character photographs.
■ The process of the law is explained.
■ Group Activity: Devise strategies for positive behaviour.
REVIEW/PLENARY
■ Revisit the objectives to check pupil understanding.
SUGGESTED – TEACHER FOLLOW-UP ACTIVITIES
For more detailed information and resources for the listed activities
below see the teachers‟ section of www.SchoolBeat.org website.
■ Diary entry and individual pupils literacy activity exploring a character
from the DVD‟s feelings
■ Role play using scenario cards.
■ Circle time. Pupils view a 3 minute DVD showing what could happen to
Ricky in the future. A real life ASBO situation!
■ Situation cards - helps pupils to understand anti-social behaviour and to
consider how they can make positive choices.
■ ASBO snap cards activity –facilitates understanding the consequences
of ASB.
■ Photo Survey
■ Local hot spot photographs for pupils to discuss the impact of anti-
social behaviour on vulnerable people and children.
■ Children devise a set of “Community Golden Rules” to share in their
Class Assembly with the rest of the school. „In our Community we will…‟
14
AIM
■ To raise awareness of what constitutes cyberbullying
PSE FRAMEWORK LEARNING OUTCOMES
■ To form personal opinions and make informed decisions. S (DT)
■ To listen carefully, question and respond to others. S (DC)
■ To empathise with others‟ experiences and feelings. S (WWO)
■ To use ICT safely with appropriate support and guidance S (ICT)
■ To manage different emotions and develop strategies to deal with
bullying/cyberbullying. S (WWO)
■ To ask for personal support and help S (WWO)
■ To resist unwanted peer pressure and behaviour. S (WWO)
■ To develop respect for themselves and others. R (AC)
■ To feel positive about themselves and be sensitive towards the feelings
of others. R (H&E)
■ Understand the range of their and others‟ feelings and emotions. R
(H&E)
LESSON OBJECTIVES
■ To explore the positive uses of digital communication
■ To understand what cyberbullying is
■ To know how to deal with cyberbullying
KEY WORDS
bullying, cyberbullying, digital communication, consequences
RESOURCES
■ Key words
■ Be Cyber Safe PowerPoint
■ Bullying definition card
■ Cyberbullying definition card
■ DVD clip Megan‟s Story
STRAND: Safety Lesson Duration: 60 minutes
KEY STAGE: KS2 Upper
LESSON: Be Cyber Safe
15
■ 6 types of bullying cards; physical; emotional; exclusion; verbal;
gestures; cyberbullying.
■ 12 Megan‟s Story cards
■ 6 Feelings photo cards (stills from the film)
■ 6 large sheets of paper and coloured pens
■ Character photo cards
■ Helping hand strategy card
ACTIVITIES
INTRODUCTION
■ Ensure link with the previous lesson is explained
■ Agree Golden Rules
■ Clearly outline the classroom agreement and confidentiality
■ Explain – display the learning objectives and key words
MAIN ACTIVITIES
■ Class to consider what is bullying and cyberbullying and what are the
differences?
■ Display both the bullying and cyberbullying definitions
■ Show Megan‟s Story DVD clip to stimulate further discussion around
cyberbullying
■ Introduce the different forms of bullying; physical; emotional;
exclusion; verbal; gestures; cyberbullying
■ In groups pupils match Megan‟s Story cards to the 6 types of bullying
as displayed.
■ Feelings Carousel group activity to highlight the link between
bullying/cyberbullying and emotional distress
■ Whole class discussion on strategies to deal with cyberbullying as a
victim or a bystander
REVIEW/PLENARY
■ Using the helping hand template encourage pupils to learn and develop
the positive strategies to stop cyberbullying
■ Assess the pupils‟ understanding of key objectives through questioning
■ Reiterate the SMART rules
SUGGESTED – TEACHER FOLLOW-UP ACTIVITIES
See www.schoolbeat.org website for teacher follow-up activities and
resources.
16
STRAND: SAFE PROJECT Lesson Duration:
Variable up to 60 minutes,
KEY STAGE: UKS2
LESSON: Lesson 6 – Teacher Review
AIM
■ To review the SAFE Programme
PSE FRAMEWORK OBJECTIVES 2008
■ Form personal opinions and make informed decisions S( DT)
■ Express their views and ideas confidently through a range of appropriate methods
S(DC)
■ Use appropriate techniques for personal reflection S(DT)
■ Take increasing responsibility for keeping the mind and body safe and healthy
R(HWB)
■ The harmful effects both to themselves and others, of alcohol and other legal and
illegal substances R (HWB)
■ The importance of personal safety R(HWB)
LESSON OBJECTIVES
■ To demonstrate the pupils understanding of the Safe project.
■ To answer a variety of questions related to safety issues which demonstrate their
knowledge and understanding of the subject.
KEY WORDS
Drugs, alcohol, anti-social behaviour, peer influence, the Internet
METHOD
■ Ensure that the link with the previous lesson is explained
■ Explain – display the learning objectives and key words.
■ Divide the class into teams to complete the Safety issues quiz.
■ Collate scores to evaluate pupil knowledge and understanding
■ Review
■ Teacher feedback to officer
RESOURCES
■ Pupil work booklet
■ Power point quiz
■ Recording sheet
17
KEY LEARNING
ISSUES LESSON CONTENT
TIME
GUIDE
Provide the
framework or big
picture.
Explain – display the learning objectives and reintroduce the key
words.
5
Connect
The teacher connects the lesson to previous learning – he / she
reminds the class of the class rules and the content of the previous
lessons.
Lesson 1 – Introduction to ascertain pupil attitudes and opinions on
various safety issues
Lesson 2 - Alcohol awareness
Lesson 3 - Substance misuse
Lesson 4 - Anti -social behaviour
Lesson 5 - Internet safety
5
Quiz to assess pupil
knowledge and
understanding
Divide the class in to small SAFE teams. Provide each team with a
pupil recording sheet. The purpose of the quiz is to evaluate the
pupil knowledge and understanding at the end of the SAFE project.
Using the power point, allow the teams to discuss each question and
record their answer on the answer sheet. At the end of each round
Round 1 - Alcohol awareness
Round 2 - Substance misuse
Round 3 - Anti-social behaviour
Round 4 - Internet safety
ask the teams to mark their answers and discuss any points they may
have had wrong. To encourage competition, the scores at the end of
each round can be recorded on the board.
40
REVIEW PLENARY TIME
GUIDE
Review the session by asking if there are any questions in relation to the material covered
during the safe project.
Ask the class:
What did you particularly think was helpful about the SAFE project?
What did you find particularly unhelpful about the SAFE project?
Is there any other particular safety issue you would have liked to have a lesson about from
the Police Officer?
Please inform your SCPO of the responses, for future reference.
10
18
The S.A.F.E. Project is an integrated
PSE Programme supported by:
The All Wales School Liaison Core Programme
Rhondda Cynon Taf
Education and School Improvement Service