Hands down feedback from pairs. Highlight the point that everything in life has a risk attached to it – we must equip ourselves with the knowledge and skills to make safe, healthy choices.
Highlight too that health and safety legislation is in place to help us to reduce the risks that we might face in school or the workplace. Sometimes we may feel that this stops us having fun – e.g. conkers, snowballs etc. warn them that during Work experience, they will be expected to abide by the H&S laws in the workplace and they should be fully briefed on matters such as fire evacuation and any safety clothing they need, etc.
There are even risks in our leisure time – some more obvious than others. We need to take responsibility for reducing the risk.
High risk/Low risk signs at the end of the powerpoint – print and stick up on wallExplain the rules – they need to move to the place on the imaginary line
Read them out, students to choose a spot on the continuum line to show how risky they think the activity is. Discuss fully at the end or after each movement – whichever you think is best for your class. Students should be able to explain why they have made their choice – invite others to offer a differing view.
Working in small groups of 3-4. Emphasise the differencesbetween feeling scared: whensomethingis fun, exciting or adventurouswhenitis not fun, but wefeel in controlwhenitis a personal emergency
Working in pairs.1 min – THINKING alone, 5 mins PAIR share ideas with partner and develop, 5 mins SHARE with the class.Askthem to think about how othersmight influence the decisionsthatwemake. (e.g. media makesitseem as if everyoneishavingsex, but the reality isverydifferent.)
Highlight the fact that we are responsible for ourselves, we are not responsible for other people. We all have responsibilities to all other people and discuss what this means.
Students draw around their hands on their sheet. They should then think of 6 names (one per digit and one literally up the sleeve). Give students six statements or questions to prompt the writing down of names.These could include: • If something happened at school today that made you feel unsafe, who in school would you share your concern with?• If something happened out of school hours, e.g. at the weekend, who would you share your concern with? (This may be a member of the family).• But if that person/family member was at work or out and not contactable, who else in your family would you seek out?• Supposing that you couldn’t contact any of the people listed. Now think of someone in your local area/ community you would confide in.
Make the point that if we feel a student is at risk, teachers must pass information on and so we cannot promise to keep information confidential.Click through to East Oxford Hub website if time – they deal with many young people’s issues here.
Click through to the websites if time.Get Connected isn’t an advice line but will put you in touch with the right people if you don’t know who to speak to.
Click through to the websites if time.
Click through to the websites if time.
For continuum exercise
For contiuum exercise
To print onto A3 paper. Alternatively, students can draw it freehand.
PSHE ground rules: a quick
• Understand everyone has the right to a different
option – listen with tolerance and respect.
• Put up your hand if you wish to make a comment –
await your turn.
• Keep questions and comments general, not
• Use the correct, appropriate vocabulary (CHECK if
you are unsure)
• Ask questions if you don’t know: and UNDERSTAND
that not everyone knows everything!
• What’s said in the room, stays in the room.
Year 10 PSHE
Summer Term 2013
By the end of this lesson we will…
… know what ‘risky behaviour’ is and how
to reduce the risk to our personal safety.
…understand we are responsible for
ourselves and how to seek support.
With your neighbour:
1. Come up with your own definition of what
we mean by:
2. Write a list of things that may be considered
In Italian, ‘rischio’ means danger!
The dictionary defines risk as ‘a
situation involving exposure to
What is on your list of ‘risky things’?
How risky is …?
Move to a place on the line to show how
risky you think the following activities are:
HIGH RISK LOW RISK
• Riding a bike whilst wearing a cycling helmet.
• Riding a bike NOT wearing a helmet.
• Rock climbing.
• Smoking a cigarette.
• Going on a roller-coaster.
• Walking home alone in the dark.
• Smoking cannabis.
• Hanging around the centre of Oxford on Saturday night.
• Drinking alcohol at a party.
• Having unprotected sex .
• Trying a tablet someone gives you at a party – they
say it is Ecstasy.
• Injecting heroin.
• Chatting online to someone you do not know in real-life.
How risky is …?
How do risks make me feel?
What thoughts and
feelings might someone
have they were feeling
SAFE or UNSAFE?
Add your ideas to the
Who influences me?
• THINK: on your own for 1 minute (no talking)
• PAIR: share your ideas with your partner and
create a list - consider whether these influences
are positive or negative.
• SHARE: be ready to feedback your ideas to
the rest of the class. Add any to your list that you
A helping hand
We all need
to ask for
But it is our responsibility to ask to help – and to use the advice we are given.
Draw around your hand
1. If you felt unsafe at school, who
would you ask for help?
2. If something happened out of
school, who would you speak to?
3. If you were concerned about your
health, who would you confide in?
4. If you were having problems at
home or with a family member,
who would you contact?
5. If you were worried about a
relationship, who would you turn
6. Imagine you couldn’t contact any of
the people above. Who would you
contact for help? (UP YOUR SLEEVE)
You need 6 different names (1 for
each finger, 1 up your sleeve)
Who else can help?
• Your tutor / Head of College / College Assistant / a
teacher you trust
• The school counsellor – Debbie Chappell (next to Ms
• The school nurse – Mondays in CHAT or by appointment
• Jason Davis – our careers advisor
• Your GP
• The Alec Turnbull Centre (Contraception and Sexual Health
Clinic) – next to Temple Cowley centre
• East Oxford Hub: Union St Centre / Barton / Gloucester
Green. (Includes Young Addiction for drug/alcohol