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Risky behaviour
The document outlines the key points from a PSHE lesson about risky behavior for students. It discusses defining risky behavior and listing examples of risks. Students then rate how risky different activities are on a scale. The lesson emphasizes that students are responsible for themselves but should seek help from others if they feel unsafe. It provides examples of sources of help, including teachers, counselors, and helplines. The goal is for students to learn how to reduce risks to their personal safety and understand where to turn for support.
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Risky behaviour
- 1. PSHE ground rules:a quick reminder! • 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 personal. • 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.
- 2. What is Year 10PSHE Summer Term 2013 Lesson 1:
- 3. By the endof 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.
- 4. 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
- 5. In Italian, ‘rischio’means danger! The dictionary defines risk as ‘a situation involving exposure to danger’ FEEDBACK: What is on your list of ‘risky things’?
- 6. It’s there tokeep you safe!
- 8. How risky is…? Move to a place on the line to show how risky you think the following activities are: HIGH RISK LOW RISK
- 9. • Riding abike 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 …?
- 10. How do risksmake me feel? What thoughts and feelings might someone have they were feeling SAFE or UNSAFE? Add your ideas to the outline Feeling safe Feeling unsafe
- 11. 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 haven’t got.
- 12. A helping hand Weall need to ask for help sometime. But it is our responsibility to ask to help – and to use the advice we are given.
- 13. Draw around yourhand 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 to? 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)
- 14. Who else canhelp? • Your tutor / Head of College / College Assistant / a teacher you trust • The school counsellor – Debbie Chappell (next to Ms Kirby’s office) • 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 treatment)
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- 16. Brook Advisory Centres For sexualhealth and relationship advice MIND Advice with all aspects of mental health
- 17. FRANK Honest information and adviceabout drug use and abuse The Samaritans If you are lonely, suicidal or depressed and want to just talk to someone.
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Editor's Notes
- #5 Students to make notes in pairs
- #6 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.
- #7 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.
- #8 There are even risks in our leisure time – some more obvious than others. We need to take responsibility for reducing the risk.
- #9 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
- #10 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.
- #11 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
- #12 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.)
- #13 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.
- #14 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.
- #15 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.
- #16 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.
- #17 Click through to the websites if time.
- #18 Click through to the websites if time.
- #19 For continuum exercise
- #20 For contiuum exercise
- #21 To print onto A3 paper. Alternatively, students can draw it freehand.