1. Year 7 Tutor Time Spring 1
Unit 3
Personal Safety

2. L1 – Teacher Guidance
The aim of this lesson is for students to consider what personal safety means and ideas about what risky behaviour is. Students will analyse different types of behaviour for why it is risky and what kinds of things they could do to minimise risk. They will also think about the importance of minimising risk and how they can do this in their own lives, as well as how they can advise others. The lesson is mainly discussion based, although there is plenty of opportunity to write things down. There is one specific book task which should be done and one piece of homework which is explained in the powerpoint. Resources needed: projector, access to the internet, speakers Starter (10mins) – show the 3 slides with the 3 different adverts. Students discuss in pairs/small groups or write individually in their books what they think each advert is about or is trying to say. Then get feedback and discuss as a class what each of the 3 adverts have in common – elicit ideas about personal safety and risky behaviour. Part 2 (5mins) – Students come up with a meaning for the word ‘risky’ in pairs. Teacher chooses some to feedback and then gives a definition on the board Part 3 (15mins) – Risky Scale. Students draw a line in their books and label one end with “not at all risky” and the other end with “very risky”. They then have to place the different activities shown on the next slide on their line, depending on what they think the risk of the activity is. As students finish they should write explanations for why they think they are or are not risky. Challenge – are there any that could go at both ends of the spectrum? Can you explain why this is? Part 4 (10mins) – Quick Think. This is done in silence with students thinking of reasons why people do risky things. You can tell them that at the end of 1 minute thinking they will have another minute to write down as many of their ideas as possible. Then get feedback. Show the clip of the Awareness Test. Don’t tell them what it is for. Ask at the end how it links to reasons why people do risky things. Part 5 (10mins) – Giving advice. Show the next clip and ask students to discuss/write what advice they would give to a friend who was thinking of doing this thing. Why is it dangerous? What could the consequences be? Explain the homework as per the slides Plenary (10mins) – students think about themselves as parents and write down how they would try to stop their own children from doing risky things.

3. What is this picture trying to say?

4. What about this poster?

5. What is this advert trying to say?
Shattered Dreams

6. Can you think of 3 things that those posters all have in common?

7. Q = What does the word “risky” mean?
Risky Behaviour
Key Question: Why do people do risky things?
Learning Objectives: Analyse reasons why people do risky things
Consider ways of ensuring personal safety
Q = What does the word “risky” mean?

8. Activity
Take a whole page in your book and turn it sideways…
Draw a line from left to right…
At the left side write “not at all risky”…
At the right side write “very risky behaviour”…
You have now made a risky-scale!

9. Very risky behaviour
Not at all risky

10. Put these things on your risky-scale.
For at least 3, explain why you think they are risky.
Smoking cigarettes
Playing on the train track
Playing with fireworks
Chatting to a stranger on the internet
Meeting up with a stranger from the internet
Drinking alcohol
Cycling without a helmet

11. Why do people do risky things?
QUICK THINK!
Why do people do risky things?

12. What is the point of this?
Test your powers of observation…
Awareness test

13. Watch this clip…
If this was one of your friends, what would you say to them before they did it?

14. Homework…
Draw a picture of a situation where someone is doing something risky.
In a box, explain why it is risky.
Now draw yourself with a speech bubble giving the person advice…
…Here’s some examples…

20. Plenary
If you were a parent, how would you stop your children doing risky things?

21. L2 – Teacher Guidance
The aim of this lesson is for students to reflect on their own moral boundaries and how they make decisions. They will think about reasons why people break their moral codes or do the wrong thing and analyse the effects of peer pressure. Students will also practice ways to deal with peer pressure so that they can make positive decisions for themselves and their lives. Resources needed: projector, print slides x2 Starter (5mins) – show the picture of Jiminy Cricket and ask students who he is. Show the next slide to explain and then outline the topic of the lesson. Talk about the idea of conscience and morals. Part 2 (15mins) – Moral scale. Students draw a line in their books to make a moral scale and put the different moral dilemmas on their scale to show how likely they would be to do that thing. Most students should also explain their choices. Model the task using the powerpoint. Group discussion. Get some feedback on the moral scales. Discuss how we might feel if we did something that went against our own moral codes. Why do people go against their morals? Part 3 (30mins) – students get into groups. Give each group one of the scenarios from slides Explain that each scenario is a different situation of peer pressure. Students come up with a role play that deals with this peer pressure so that they don’t have to go against their morals. Get them to try to come up with realistic solutions and ways of dealing with it. Students act out their role-plays. Try to go through as many groups as possible but at least do the four different scenarios. Plenary (10mins) – Students write an answer to the question; “why do people have different morals and what can we do when someone tries to get us to go against our morals?”

22. Who is this?

23. Why does he look like he is telling Pinocchio off?
Jiminy Cricket from Pinocchio
Why does he look like he is telling Pinocchio off?
Jiminy Cricket was Pinocchio’s conscience and told him when he was doing something wrong. You might have seen it in other films or cartoons as an angel and devil on a person’s shoulders telling them right and wrong.

24. What is the Right Thing to Do?
Learning Objectives:
Assess your own moral boundaries
Analyse the effect of breaking one’s own moral standards
Rehearse dealing with peer pressure

25. Make yourself a moral scale
I’d never do that!
No problem, i'd do that!

26. Put the following moral dilemmas onto your moral scale AND give a quick explanation…
Stealing from a friend
Stealing from a stranger
Running in the corridor
Cheating on a test
Lying about your dog eating your homework
Telling the shop assistant if they give you too much change
Eating meat
add some of your own…

27. I’d never do that! No problem, i'd do that!
Stealing from a friend – I would hope I wouldn’t do this because it is not very honest
I’d never do that!
No problem, i'd do that!

28. What would you do if you were peer pressured?
Your friend is trying to get you to smoke a cigarette

29. An older student wants you to steal some sweets from a shop for him

30. You find the answers to a test in the bin
You find the answers to a test in the bin. Your friend wants you to show them to him/her.

31. Your best friend is having a sleepover but you’re not allowed to go
Your best friend is having a sleepover but you’re not allowed to go. Your friend says you should just lie to your parents.

32. Plenary Students write an answer to the following question;
“Why do people have different morals and what can we do when someone tries to get us to go against our morals?”