LESSON PLAN Year Eight Learning Objectives/National Curriculum Links PSHE: 2f English: En1 3a, 3b, 3c, 3d,

, 3e; En3 9b, 10, 11 What you will need Plan of the school Enough risk assessment worksheets to distribute one to each group for class work and one to each individual for homework Activities 1. Use a school plan to brainstorm the various areas of which the school is composed, eg classrooms, playground, dining hall etc (5 mins)

2. Divide the students into small groups and give each group a copy of the risk assessment worksheet, using the explanatory notes to ensure full understanding (10 mins)

3. In their groups, each working in one of the areas, students should identify points they consider to be a hazard within that area. This can be done in the following ways: - as a discussion exercise - by conducting a more detailed survey looking at the incidence and location of accidents within the school - using the school accident book to identify places where accidents occur Groups should elect a scribe to record findings on the worksheet and a spokesperson to feedback to the rest of the class (30 mins, longer if the survey method is used)

4. Gather the class together and give each group an opportunity to present their findings (10 mins)

5. As a homework exercise, ask students to use an individual copy of the risk assessment worksheet to assess the risks involved in either a particular area of their home or a particular activity carried out in the home (5 mins)

Additional Activities 1. In their groups, students could devise an action plan to minimise areas of risk within the school. 2. Individually, students could devise an action plan to minimise areas of risk within the home.

Name/s .. Date Area examined . Hazard Severity Likelihood Risk Severity

Factor 16 25 10 15 69 35 1-2

Risk Assessment Unacceptable! Requires immediate action A high priority for action Medium do something as soon as possible Low priority examine practicality of change Low risk no further action required

Explanatory Notes for Risk Assessment

Use the sheet in the following way: 1. Examine the area to locate things that you think may present some danger, eg a slippery floor, a rough edge on a chair, no waste bin etc 2. Write down the hazard and then look at the severity of injury it may cause and write down the rating 3. Now consider the likelihood of that happening and write down the rating 4. Multiply the two numbers together to find the severity of the risk

Severity Rating 5 4 3 2 1 Death/permanent disability Serious injury/long term sickness Temporary disability 3 day absence Required medical attention Minor injury, eg bruise, graze

Likelihood Rating 5 4 3 2 1 Will almost certainly happen Highly likely to happen Possible Might/less likely Remote possibility

Additional guidance on risk severity 5 4 3 2 1 Death or injury that leaves the person with a permanent disability, eg unable to walk Serious injury requiring a stay in hospital and long-term absence Temporary disability resulting in a short absence of about three days, eg sprain, cut, requiring stitches, concussion Injury requiring medical attention, eg cut or other injury where there was a possibility of any of the above Minor injury requiring no medical attention, eg bruise, graze

Example Hazard Slippery floor Severity 2 Likelihood 3 Risk severity 6

LESSON PLAN Year Eight Learning Objectives/National Curriculum Links PSHE: 2f, 2g English: En1 3a, 3b, 3c, 3d, 3e, 4a, 4b, 4c; En3 9a,11 What you will need Enough copies of worksheets so that each pairing or small group can have one

Activities 1. What is peer pressure? Take students suggestions. Peer pressure is not usually overt force or pressure, but is more likely taking a lead from someone else, going along with the group or doing what others do (5 mins) 2. In what circumstances can you imagine peer pressure being an issue? Might any of these circumstances lead to a situation where you find yourself at risk or in danger? Brainstorm and write up a number of scenarios and their possible consequences. Students should be encouraged to make at least some of the scenarios about home safety issues look at Year Four lesson plans for ideas (10 mins) 3. Ask the students to work in pairs or small groups and assign a scenario to each grouping. Students should work together to plan a short play using the worksheet provided. Caution students to keep the number of characters limited and the demands of scenery, props etc realistic (15 mins) 4. Remind students of the format required for play writing then ask them to begin a first draft of their script. Some students may prefer to write collaboratively whilst some might favour assigning separate scenes to individual writers which could be combined when completed (20 mins) 5. If they have been working individually, groups should gather back together to ensure that their script is developing so as to form a continuous narrative and in a similar style (10 mins)

Additional Activities 1. Teachers will appreciate that students will require different amounts of time and levels of support for a creative writing task such as this. It might be necessary to consider mixed ability grouping, use of additional adults or other supportive measures to ensure all students can experience a successful outcome. 2. Teachers will, in all probability, need to allocate additional time for students to finish drafting their script to the satisfaction of all group members. They may also wish to use additional sessions for editing and publishing a final version of students writing and an opportunity to perform their plays.

Planning a Play

Characters

Setting

Scene 1 - Introduction

Scene 2 Build up

Scene 3 - Climax

Scene 4 Resolution

In the resolution try to include ways of asking for help to escape peer pressure. Who might it be best to ask and how might your characters go about doing so?

LESSON PLAN Year Eight Learning Objectives/National Curriculum Links PSHE: 2f English: En1 3a, 3b, 3c, 3e; En3 9c, 11 Mathematics: Ma4 5c ICT: 3a, 3b What you will need Year Seven statistics information copied for each student or projected using OHP (statistics provided by DTIs Home & Leisure Accident Surveillance System, now managed by RoSPA) Access to computers and publishing software if available Activities 1. Review work from Year Seven by asking students to suggest a definition of the word accident. Note the key points of each suggestion and use these to write a single, class definition. Compare this to an appropriate dictionary definition. Ensure that students remember that the biggest single cause of accidents is human error. With forethought, most accidents could be prevented (10 mins) 2. Ask students to estimate how many deaths and serious injuries resulted from home accidents in 2003. In 2002, over 2.7 million people were injured badly enough in home accidents to seek hospital treatment. This means that, on a daily basis, 8,000 people attend A & E departments with injuries sustained in the home. Every day 10 people die as a result of home accidents (5 mins) 3. Look again at safety statistics from Year Seven. Use individual worksheets and/or worksheet projected on an OHP to examine statistical evidence regarding home accidents. Can students quickly identify where in the home most accidents take place? What is the most frequent type of accident? What do they think is the most serious type of accident? Can students remember which sections of the population are most affected by accidents in the home? The very old and the very young are disproportionately affected by accidents. In addition, boys are more likely than girls to have accidents and incidents are more likely to take place in areas of high deprivation. How do students account for these trends? (5 mins) 4. Students should focus on one area of concern for either the very old or the very young, eg tripping accidents in the elderly, scalds in young children. Ask them to produce campaign literature, using a publishing software package if possible, and allow them a choice as to format, eg poster, leaflet, letter to newspaper (30 mins) 5. Gather class back together to share what they have produced (10 mins)

Additional Activities 1. This work will form the foundation for Year Nine activities. Be sure, therefore, to collect completed work from the students to be used again the following year.

LESSON PLAN Year Eight Learning Objectives/National Curriculum Links Citizenship: 1f, 2a, 2b, 2c, 3a, 3b, 3c PSHE: 2f English: En1 3a, 3b, 3c, 3d, 3e; En3 9b, 10, 11 What you will need Ideas for hypothetical safety issues that might concern a school or local community, eg formulation of school travel plan, development of safe play and leisure facilities for young people Copy of worksheet for each group

Activities 1. What do students understand by the phrase a good citizen? Note ideas on board. Ensure that discussion includes the notion that being a good citizen means taking a positive and active part in community issues (10 mins) 2. What do you understand by the word community? A community might be defined as a group of people with a shared interest. Students should appreciate that in this sense they are members of many communities, eg family, school, clubs etc. Note that everyone present is a member of the school community and that the school is part of the wider local community (5 mins) 3. As a group of people with a shared interest, sometimes a community can also face shared problems or issues that need to be solved. Can students think of any hypothetical safety issues that might face a school or local community? In the event that no ideas are forthcoming you should have something of your own prepared (5 mins) 4. Ask students to brainstorm the different roles needing to be filled to carry out any successful campaign, eg researching, writing campaign materials, publicity, public speaking. Ask for volunteers or assign a group of students to work in each campaign area (10 mins) 5. Each group should elect a secretary and chair/spokesperson before formulating an action plan using the worksheet provided. All groups should generate at least three targets for a campaign to tackle a hypothetical safety issue for a school or local community (20 mins) 6. The chair/spokesperson for each group should feedback to the whole class (10 mins)

Additional Activities 1. Ideally, this work should form the foundation for Year Nine activities. It might, therefore, be useful to collect the work from the students to be used again the following year.

Campaign to _____________________________________

Group members . ..

Secretary . Chair/Spokesperson .

Group task ..

Action plan Targets: 1. ______________________________________________________ ______________________________________________________

2. ______________________________________________________ ______________________________________________________

3. ______________________________________________________ ______________________________________________________

4. ______________________________________________________ ______________________________________________________

5. ______________________________________________________ ______________________________________________________

LESSON PLAN Year Eight Learning Objectives/National Curriculum Links Citizenship: 1e, 1f, 2a, 2c, 3c English: En1 3a, 3b, 3c, 3e; En3 9b, 10, 11 ICT: 1a, 1b What you will need Use www.rospa.com to generate names of safety campaigning organisations to provide sufficient research topics for the pairs or groups in your class Sufficient computers for each pair or group to have uninterrupted access to the internet Addresses of search engines written up and clearly displayed Copy of worksheet for each pair or group Activities 1. What do students understand by the word democracy? Note ideas on board. By the end of discussion students should understand that the government of a democratic country is made up of the elected representatives of its citizens and that government exists at local, regional and national levels. Democracy is also sometimes used, more loosely, to describe a climate of social equality (10 mins) 2. We live in a democratic society. That confers on us the right to vote and the responsibility of participation. Do students know at what age they are legally entitled to vote? Do they think this is an appropriate age? Is there an argument for lowering/raising the voting age? How many students are likely to vote/not bother to vote/abstain when they reach voting age? (5 mins) 3. Ask students to think back to the hypothetical safety campaign that they planned last lesson. How could a campaign such as the one they planned make best use of our democratic and electoral processes, eg voting according to candidates views on issue concerned, lobbying elected representatives, running for local office (5 mins) 4. Many nationally based safety campaigns make impressive use of our democratic and electoral processes. Ask students to work in pairs or small groups and use the internet to find out about the work of such groups. Assign a named organisation to each research group and ask them to record their findings on the worksheet (30 mins) 5. Gather class together to share what they have discovered (10 mins)

Additional Activities 1. Ideally, this work should form the foundation for Year Nine activities. It might, therefore, be useful to collect the work from the students to be used again the following year.

Research Topic:______________________________________

Mission

History and achievements

Current Activities

Use of democratic and electoral processes

Record information in note form, or diagrams if appropriate. Do not simply copy text from the screen.