LESSON PLAN Year Six Learning Objectives/National Curriculum Links PSHE: 3d, 3e, 3f English: En1 3a, 3b,

, 3c, 3d, 3e; En3 10, 11, 12 Science: Sc2 2g ICT: 1a, 1c

What you will need Follow local authority guidance on the suitable content of drug, solvent and alcohol education for this age group, including websites appropriate for childrens research Sufficient computers for each pair or group to have uninterrupted access to the internet Addresses of websites and search engines written up and clearly displayed Copy of worksheet for each pair or group on which the individual research topic has been written

Activities

1. Brainstorm with the children their current knowledge of drug, solvent and alcohol abuse. Write up all suggestions. Review any previous work in this area, including work on issues of peer pressure in Year Five (5 mins)

2. Divide the children into pairs or small groups and ask them to appoint a scribe and a spokesperson. Additional group members could be assigned the role of researchers (5 mins)

3. Assign to each group a particular substance to investigate. Use local authority guidelines as to the appropriate content for drug, solvent and alcohol education when choosing substances. Children should only be permitted to visit listed and approved sites. Groups can use the worksheet as a guide to what they need to find out and a way of recording their findings. Encourage children to interpret the information they find and only record that which directly answers the question. Information should be recorded in the form of notes or diagrams and children should be discouraged from simply copying text from the screen (45 mins)

4. Gather the children back together and have one person from each group present their findings (5 mins)

Additional Activities 1. Ask children to design posters to indicate where help for drug, solvent and alcohol abuse is available, both locally and nationally

Research Topic:_________________________

What is it?

How is it used?

How does it affect you?

What are the dangers?

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

LESSON PLAN Year Six Learning Objectives/National Curriculum Links PSHE: 3e, 3f English: En1 3a, 3b, 3c, 3d Science: Sc3 2g What you will need Resources as listed, or alternative materials as available, should be provided by your local Fire Service Activities 1. Sample lesson plan for visit by fire fighter but bear in mind that your local fire brigade might have their own programme for school visits: 2. Ask the fire fighters to bring along some working smoke alarms and talk to the children about why they are important. Based on previous work, the children should be able to suggest that the alarms tell us when there is smoke, often before we would otherwise notice. They are particularly important if a fire starts when we are sleeping. The children should have an opportunity to press the test button and hear how loud the alarm is. Do you think you would be woken by the alarm? (10 mins) 3. Ask the fire fighters to talk to the children about how much smoke alarms cost, where they can be bought and where they should be placed. The first should be on the ceiling of the highest landing in the house. If there are more smoke alarms in the house they should be on the other landings and then all the other rooms except the kitchen and bathrooms. Discuss why these are the suggested locations (10 mins) 4. As a final point, fire fighters could demonstrate the testing of alarms and replacement of batteries and suggest to children that this is done on a monthly basis. How could you remember to replace the batteries in you smoke alarms at home? (10 mins) 5. What would children do if a smoke alarm alerted them to a fire? How would they get out of the house safely? Ask the fire fighters to talk to the children about how to formulate a fire escape plan and make an emergency call to the fire service (15 mins) 6. Children should begin to think about and construct a fire escape plan for their own home in the format suggested by the fire service. This should be extended into a homework exercise where children complete the plans at home and discuss it with all those who live in their household (15 mins)

Additional Activities 1. If school facilities allow, have childrens fire escape plans laminated so that they can be displayed fairly permanently at home. 2. Children could select a household task that they perform independently and write a list of instructions focussing on completing the task safely.

LESSON PLAN Year Six Learning Objectives/National Curriculum Links PSHE: 3e English: En1 3a, 3b, 3c, 3d, 3e; En3 9d, 10, 11, 12 Geography: 1b, 1c, 1e What you will need Route plan drawn on a local street map & enough copies for work in pairs Copy of worksheet, clipboard and pencil for each pair

Activities 1. Prepare a trip along a pre-arranged route. Working with a group of parents and children will identify a suitable route where local risks can be assessed. 2. On the walk ask children to look carefully to identify all the possible hazards and record their findings on the worksheets. On their return, gather the children together, compare their results and discuss (1 hour) 3. Talk about moving up to secondary school and that some of the children will be making the journey on their own rather than with an adult. Ask the children to put up their hands if they will be walking to and from their new school, cycling or catching a bus? (10 mins) 4. Compile three separate lists of possible hazards under headings Walking, Cycling and Bus. Some trigger questions: - Will you have to cross any roads on the way to your new school? - Are there any particularly busy roads? - Are there any crossings that can help you? - Are there cycling paths? - Is your bicycle in good working order? - Do you have a cycle helmet? - Do you know how to use a bus? - Do you know how much the fare is? - Will you need the exact change? - Do you know what number bus you will need to get? - Do you know where the bus stops for getting on and off are? - Do you know the times of the buses? (20 mins) 4. Following this discussion ask children to write a personal action plan. They should make a note of any questions that they need answered or tasks that they need to complete in order to feel prepared to tackle their new school journey independently, confidently and safely (20 mins) 5. Group children together on the basis of those likely to have similar journeys. Encourage them to discuss and compare their plans, adding and amending where necessary (10 mins) Additional Activities 1. Provide an additional copy of the worksheet and encourage children to walk the route to their new school in the company of an adult, making a note of any hazards and discussing the best way to overcome them.

Risk Assessment for Journey from _______________ to _______________

Location

Hazard

Who is at risk?

Risk

What can be done to make it safer?

LESSON PLAN Year Six Learning Objectives/National Curriculum Links PSHE: 2a, 2b, 2c, 3e, 3f, 3g English: En1 1a, 1b, 1c, 1d, 1e, 1f, 3a, 3b, 3c, 3d, 3e, 3f; En3 9b, 9c, 10, 11, 12 What you will need Ideas for playground safety issues Worksheets and writing materials for each group

Activities 1. Brainstorm with the children what they like and dislike about the school playground (5 mins)

2. Do they always feel safe in the playground? If not, what is it that makes them feel unsafe? Note ideas on board. Give some thought to potential safety issues prior to the lesson in case ideas are not forthcoming or children need guidance to focus on meaningful issues. You will need at least five good quality ideas (5 mins)

3. Divide children into groups of five or six and assign an issue to each group. Ask each group to come up with a strategy to solve the issue that is making some children feel unsafe. They should imagine that they have been asked to present their ideas to the school council and use the worksheet provided to organise their presentation. Groups should plan their presentations to last no more than 5 mins. Tell the groups that they will be expected to rehearse their presentation in front of the class at the end of the lesson (25 mins)

4. Each group should make their presentation to the class. Time permitting, encourage the rest of the class to make constructive comments as to how groups could improve the content or style of their presentation (25 mins)

5. Where possible and appropriate, groups should be encouraged to work on their strategies and present their case to the school council

Additional Activities 1. Children with a particularly strong case and good presentation skills could be invited to speak to a staff or governors meeting

School Council Presentation

Group members ___________________________________ _______________________________________________ What is the safety issue you are trying to solve? _______________________________________________ _______________________________________________

What are the problems resulting from this? _______________________________________________ _______________________________________________ _______________________________________________ How do you intend to solve these problems? _______________________________________________ _______________________________________________ _______________________________________________ What help or resources will you need to enable you to do this? _______________________________________________ _______________________________________________