WHAT IS SAFE? · 6 sets of sorting cards, storyboard triggers and class set of worksheets, video...

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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.

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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

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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

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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

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KEY LEARNING


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

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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.


■ 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

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■ 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



■ 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

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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.

http://www.schoolbeat.org/

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AIM

■ To begin to know about the harmful effects of legal and illegal

substances.


■ To form personal opinions and make informed decisions. S (DT)


■ 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:


KEY STAGE: UKS2

LESSON: Its Your Choice

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INTRODUCTION



■ Agree Golden Rules.


■ 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.



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.

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AIM

■ To develop an understanding of anti-social behaviour


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:


KEY STAGE: UKS2

LESSON: I Didn‟t Think!

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MAIN ACTIVITIES

INTRODUCTION


■ Ensure the link with the previous lesson is explained.

■ Agree Golden Rules.



■ 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.



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…‟


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AIM

■ To raise awareness of what constitutes cyberbullying

PSE FRAMEWORK LEARNING OUTCOMES

■ To form personal opinions and make informed decisions. S (DT)


■ 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

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■ 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


See www.schoolbeat.org website for teacher follow-up activities and

resources.


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STRAND: SAFE PROJECT Lesson Duration:

Variable up to 60 minutes,

KEY STAGE: UKS2

LESSON: Lesson 6 – Teacher Review

AIM

■ To review the SAFE Programme


■ 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


■ 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

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KEY LEARNING


TIME

GUIDE

Provide the

framework or big

picture.

Explain – display the learning objectives and reintroduce the key

words.

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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

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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.

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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.

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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

WHAT IS SAFE? · 6 sets of sorting cards, storyboard triggers and class set of worksheets, video...

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