Year 8 Tutor Time
Autumn 1
Unit 1
Healthy Lifestyles
Resource List
These resources are also itemised on the Teacher Guidance Notes front page for each lesson in
the powerpoint. A resource pack will be provided to you before the start of the unit.
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Projector
Speakers
Internet
Post-it notes
Outline of body (large)
Sugar paper
World Religions and Food
Practices Information x15
• Body Talk Questionnaire
x60
• Mirror Mirror worksheet
x15
• Box or similar
• Drug risk cards x6
• Drug Information Sheets
• The Body diagram x30
• Label the Response
worksheet x30
• Role Play scenarios x2
• What is Assertiveness
student summary x30
L1 – Teacher Guidance
The aim of this lesson is to get students thinking about the things that are needed in their lives that would help them to
thrive. They will develop skills in questioning, listening and justifying their answers. They will also consider links between their
health and their human rights.
Resources needed: Outline of a body (large on paper or interactive whiteboard or small in books), post-it notes
Starter (10mins) – “Odd One Out” Show the picture slide to the class. Students discuss what they think the link is that
connects all the pictures and also which one they think is the odd one out. They must be prepared to explain their answers.
Through hands-down questioning, ask students to explain their ideas. Demonstrate and make specific reference to good
listening skills (ie. no talking over each other, no laughing at each other, looking at the person who is speaking, etc)
Part 2 (15mins) – In small groups, students come up with answers to the question “what makes the perfect human?” and
write their ideas on post-it notes or in their books. Get feedback by asking groups to outline their ideas and add their points
to the person outline or record their ideas by writing directly on the paper/interactive whiteboard. Show clips and discuss
some of the ideas presented/add ideas to outline. There are a few extra slides in this powerpoint with stimulus material on
them (2 clips, a news article and a picture). You can use these if you have time or think they are appropriate.
Part 3 (10mins) – Ask students to consider whether the items they have identified can be categorised in any way (eg. physical
health, mental health, emotional support/relationships, etc). Show Article 25 of the Universal Declaration of Human Rights
and ask students if they see any similarities between this and what they came up with.
Part 4 (15mins) – Model how to formulate questions, including the difference between open and closed questions. Explain
that in attempting to explore the idea of a perfect human we may need to ask more questions. Show some questions and
have some discussion if appropriate. Then students will write their own questions that they want answered and present to
the class. These questions could be recorded on the body outline.
Plenary (10mins) – Students finish the sentence “I think that the perfect human…” Encourage students to be as broad and all
encompassing as possible.
What is the link?
Which is the odd one out?
L1 What makes the perfect human?
Learning Objectives
• To identify and discuss key ideas around
thriving, including physical, mental and
emotional health
• To form questions about what it takes to
thrive as a human
• To make connections between individual
health and human rights
The Perfect Human
Moral Issues Surrounding Perfection of
Humans
• Human Enhancement
• Have you ever wondered what it would b elike
to be the perfect version of you? (stop at 1:30)
Article 25
Everyone has the right to a standard
of living adequate for the health and
well-being of himself and of his
family, including food, clothing,
housing and medical care.
(Universal Declaration of Human Rights)
Forming Questions
What kinds of
questions might need
to be answered?
– What is ‘perfect’?
– Can there be a
perfect human?
– Is perfection
something we should
aim for?
– Is genetic
modification ok if it
‘improves’ us?
Plenary
• Finish the sentence below on a post-it and
stick it on the wall on your way out
• “I think that the perfect human…”
• Remember to consider all aspects discussed in
the lesson. You can add other ideas too.
L2 – Teacher Guidance
The aim of this lesson is for students to consider their relationship with food and to analyse their own diets. They will
be able to do this within a context of understanding that there are many different views on food and different
reasons for choosing different food types.
Resources needed: Sugar paper, World Religions and Food Practices information
Starter (10mins) – On sugar paper students list as many similes/metaphors to do with food and eating, eg. He/she
eats like a pig, Stuffing your face, etc. Put sheets up around the room and allow time to view them. Lead a brief class
discussion: Can we categorise these statements as positive or negative? Do these expressions tell us anything about
how we view food?
Part 2 (15mins) – Show the slide of the triangle. Students to state what they think it is, what it means, how it might
relate to the lesson etc. On click different words will appear. Students to reconsider their ideas. Clarify that it is the
food pyramid and outlines how much of each food type we should eat each day. Get students to place the words
where they think they should go on the pyramid. Show LOs and Home Learning task. Students write HL in their
planners. Show completed food pyramid and portion examples.
Part 3 (5mins) – Students write down/think of their favourite meal and identify which food group/s it belongs to.
Hands down feedback to check that students understand different food groups.
Part 4 (20mins) – Students choose one of the religions on the World Religions and Food Practices information sheet.
The teacher can put students into groups for this or allocate different religions to different students depending on
ability. Students create a healthy meal plan for a day for that person. They must include three meals and include the
appropriate amount of food from each of the food groups.
Plenary (10mins) – Students draw a triangle and list the foods that they have eaten today in the triangle, according
to what food group they mostly belong to. They then complete the sentence to analyse their diet for the day.
How do we talk about food?
• On the sugar paper list as many similes or
metaphors to do with food as you can
• For example; He/she eats like a pig. Stuffing
your face. etc.
• Have a look at all the different examples
• Are they mostly positive or negative?
• What does this tell us about our relationship
with food?
Dairy – milk,
cheese, yoghurt
Carbohydrates –
bread, cereal,
rice, pasta
Fruit
Fats and oils
Protein – meat,
poultry, fish,
pulses, eggs, nuts
Vegetables
L2 Healthy Eating – Our relationship
with food
Learning Objectives
• To reflect on the way people feel/talk about
food
• To understand that people have different
views about food and eating
• To identify elements of a healthy diet and
evaluate your own diet
Home Learning
Keep a food diary for the
next week. Write down
everything that you eat and
drink and at the end of the
week, try to work out how
nutritionally balanced your
diet has been.
The Food Pyramid
How much is a
serving or portion?
Plenary
The NHS says that a
portion or serving is
about this much…
Eating Well
• What is your favourite meal?
• What food group(s) does it belong to?
Eating Well
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Choose one of the religions on the information sheet.
Design a healthy meal plan for that person for one day.
This should include breakfast, lunch, and dinner.
Remember to include at least five portions of fruit and
vegetables.
• Remember to include food from all the major food
groups by using the food pyramid as a guide
• Try to include as few sugars as possible.
Plenary
• Draw a triangle and list the foods you
have eaten today by writing them in the
correct space for that food group
• The Food Pyramid
• Analyse your diet and write a
recommendation. “I would recommend
that I eat more/less…. Because…”
L3 – Teacher Guidance
The aim of this lesson is for students to reflect on their own body image and to recognise that engaging in negative
body talk can affect their self-esteem and perception of self. They will take part in an experiment to ban negative
body talk and create a poster campaign to increase self-esteem and positive body image in the school.
Resources needed: Body Talk questionnaire slips (x2 lots, one set saved for Friday pm registration), Mirror Image work
sheet (for extension only), video clip (embedded), box or similar for completed questionnaires, post-it notes
Starter (5mins) – students complete the Body Talk questionnaire anonymously and put into a box. The teacher will
count them later in the lesson and let the class know the scores. This will be taken up again in Friday pm registration
Part 2 (15mins) – Definitions and Mirror Image page 1. Students discuss what the definitions are for Body Image and
Self-Esteem and then share with the rest of the class. Teacher then plays the Body Talk clip to 1:58 and students
review definitions.
Part 3 (5mins) – What is beauty? Students rate each of the pictures according to how beautiful they think the person
is. After they have held up their hand to show a score out of 5 (with 5 being very beautiful and 1 being not at all
beautiful) the teacher clicks the powerpoint to show how other people rated the person. Some students will identify
quite early that all of the people are rated 5. Discuss that beauty is relative and differs depending on many things.
Students can identify some of these.
Part 4 (25mins) –Students discuss the questions on the slide. Teacher explains that there have been campaigns
aimed at addressing these things. Show Dove Real Beauty clip and the rest of the Bright Body Talk clip. Students then
create a poster campaign using all the information they have discussed so far. The best poster campaigns will be put
around the school and win a prize from Mr Avery. This can be done in groups and the class can vote on the best one.
Plenary (10mins) – Positive self statements and explanation of Body Talk experiment. Students write a positive
statement about themselves on a post-it note to put on the board on the way out. Teacher explains Body Talk
experiment (see final slide).
L3 Body Image and Self-Esteem
Learning Objectives
• To consider the idea that ‘beauty’ is
influenced by cultural ideas and the media
• To reflect on their own feelings about their
body
• To analyse body image campaigns
• To create a campaign to increase positive body
image and self-esteem around the school
How do you feel?
• Complete the Body Talk questionnaires by
circling the way you feel about the way you
look right now
• Put your questionnaire into the box
• They are anonymous
• What might influence our scores?
Definitions
• What does ‘body image’ mean?
• What does ‘self-esteem’ mean?
• Body Talk
• Play clip to 1:58 and discuss
What is Beautiful?
Give the following people a score out
of 5 for how beautiful you think
they are by holding up that number
of fingers when the picture comes
up.
After you give your score the slide
will show what other people said…
5
5
5
5
5
5
5
5
5
5
5
5
5
5
Body Image Campaigns
• Where does our idea of beauty come from?
• How is our image of ourselves affected?
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Media
Culture
Family
Friends
Bullying
Self-bullying
• Dove Campaign for Real Beauty
• Body Talk (play from 1:58)
Create a Campaign
• Using the work we have done so far, and ideas
from the clips you have seen, create a poster
campaign for in school about Bright Body Talk
or Real Beauty
• You will spend some of class time doing this
and will finish your campaign during
registration times. The best campaigns will be
put up around the school and receive a prize
from Mr Avery
Plenary
• Positive self statements. Complete the following
sentence, writing something that you like about
yourself, on a post-it.
• I like…
• Over the next two days you will feed each other
compliments and positive comments about each
other. Negative body talk is banned.
• On Friday we will see if our scores have improved
L4 – Teacher Guidance
The aim of this lesson is for students to consider the issue of substance abuse and its impact on their health and that
of others, particularly as it relates to alcohol. They will discuss the idea of ‘risk’ and the how to deal with peer
pressure.
Resources needed: Drug Risk Cards, Drug Information sheets, The Body diagram, video clip
Starter (10mins) – Complete Cloze. Using the picture, give students two minutes to try to reveal the sentences.
Part 2 (10mins) – What is risk? Students define the word RISK and come up with examples of risky behaviour. They
should be directed to consider that any activity can become risky. Equally, that taking risks is a part of every day life
but we need to be aware of the consequences of our actions.
Part 3 (15mins) – How risky? Divide students into 6 groups and give each group a risk card. In groups, students
discuss and answer the questions on the slide (5mins). If they need extra input the drug information sheet can be
given to support the discussion. At the end of the discussion invite students to give a 30second presentation of their
ideas to the rest of the class.
Washing line activity – optional (see slide)
Part 4 (15mins) – Alan’s Experience of Drinking Alcohol (7’42”). Show the students the clip. As they are watching they
label The Body outline with the effects of alcohol on the body and mind. More able students can add ideas about all
the risks Alan took. Share some of the ideas at the end of the clip, making sure that all students have identified some
effects of alcohol on the body.
Plenary (10mins) – Taking sides. Teacher reveals statements on the powerpoint one at a time. Each time a statement
is revealed students move to different parts of the classroom labelled with the signs Agree, Disagree, Unsure.
Alternatively, students can use the coloured pages in their planners and hold up green for agree, red for disagree and
yellow for unsure. Students must be able to give reasons for their answers. Hands down selection of students to
justify their positions. Do as many as you have time for.
L4 Drugs and Substance Abuse
Learning Objectives
• To explore the reasons why people drink/take
drugs
• To assess the differences between acceptable
and unacceptable risk taking
• To understand the health risks associated with
alcohol abuse
• To consider the consequences of drug use
_____ ___ __ ____ _____
___ _______. ____ __ ___
_____ ____ ___ _____ __
_________ __ ___ ____
_____ __ __ _____ .
____ _____ _____, ____
__ _______, ____ ____
____ _______ _____ ___.
____ ______, __ __ _____
__ ___ ______ __ ___ ___
_____ __.
Using the picture, try to guess the
text that is opposite. Put up your
hand to suggest a word. Remember
that there are connectives and
small words, as well as content
words. You have two minutes.
Drugs can be both legal
and illegal. Some of the
drugs that are legal we
sometimes do not even
think of as drugs.
Some legal drugs, such
as alcohol, have laws
that regulate their use.
For example, it is illegal
to buy alcohol if you are
under 18.
Using the picture, try to guess the
text that is opposite. Put up your
hand to suggest a word. Remember
that there are connectives and
small words, as well as content
words. You have two minutes.
Riding my bike
to school
RISK
Getting into a
car with a
stranger
How Risky?
• Divide the class into 6 groups and give each
group a risk card
• Groups answer the following questions in
their groups;
– How likely are people to be involved in this
activity?
– What are the risks involved in this activity?
– Are there any benefits? What are they?
• Each group presents their ideas to the rest of
the class
How Risky?
• Washing line activity
• One student from each group comes to the front
of the classroom with their risk card and holds it
up for the class to see
• Nominate one member of the class to come to
the front and line the students up from most to
least risk.
• The rest of the class must watch in silence until
the nominated person has finished. A discussion
can then take place about whether students
agree or disagree with the line-up.
Drinking Alcohol
• Watch the clip Alan’s experience of drinking
alcohol
• On the sheet you’ve been given called The
Body, label the effects of alcohol on the mind
and body that are highlighted in the clip
• Share your ideas with the person next to you.
Plenary
• Taking sides
• Read the following statements
• For each statement you should decide
whether you agree, disagree or are unsure
• Make sure that you can justify your responses
• Your teacher will ask some people to give their
reasons for their decision.
• If you change your mind after hearing what
other people think then you can move
All drugs are bad for you
Drinking alcohol can affect your
ability to make sensible decisions
Risky behaviour can be avoided
Legal drugs cannot harm you
Everyone drinks alcohol so it can’t
be that bad for you
Drinking excess alcohol can make
you more aggressive
L5 – Teacher Guidance
The aim of this lesson is for students to understand the difference between passive, aggressive and assertive
behaviour and to practice communication and decision-making skills.
Resources needed: Label the Response worksheet, Role Play scenarios
Starter (10mins) – Teacher role play. The teacher makes three different requests for the same thing in an Aggressive,
Passive and Assertive way. Students pair up and share the differences that they observed. After a minute or so get
some feedback. Explain to the group that these are 3 different ways that people can communicate.
Part 2 (10mins) – Show the different information on Aggressive, Passive and Assertive. Students then try to identify
which of the requests you made at the start were which.
Part 3 (10mins) – Hand out the Label the Response worksheet. Students read through the responses and label them
as Aggressive, Passive or Assertive. Get some hands-down feedback. Students then choose one of the scenarios the
identified as Aggressive or Passive or rewrite it so that it shows an Assertive response
Part 4 (20mins) –Show the Where to Get Help slide and hand out the scenarios to groups. Groups prepare a role-play
that show their response and solution to that scenario, demonstrating assertive behaviour and an understanding of
where to get help.
Plenary (10mins) – Revisit the idea of the perfect human that we started the unit with. What things help us to thrive?
Remind students about the different things they have covered in the last 5 lessons. What can students add to their
idea of what a human needs in order to thrive?
Students write on a post-it note the topics/activities that they have enjoyed most in this unit and one thing that they
have learnt. Teachers collect the post-its and pass to Michelle Springer.
L5 Resisting Pressure
Learning Objectives
• To practice communication skills
• To improve decision-making skills
• To know where to get help and advice on
health issues
• To be able to give advice to other people
Experiment
• You just watched your teacher ask for
something in three different ways
• With the person sitting next to you, discuss
the differences that you observed
• The three requests represent three different
ways of communicating with a person when
you want something
• Now look at the outlines for the three
different types of communication…
Back to the experiment…
• Which of the requests was the aggressive
one? What was aggressive about it?
• Which of the requests was passive? What was
passive about it?
• Which of the requests was assertive? What
was assertive about it?
• What skills were demonstrated when being
assertive?
Label the Response
• You have been given a sheet entitled Label the Response.
• First you will work individually. Read through these seven
scenarios. In each scenario, a request is made. Label each
request as either AG (aggressive), PA (passive) or AS
(assertive). You will have about 5 to 7 minutes.
• Once you have completed the scenarios, compare your
labels with your partner, agree on a label for each
scenario, be ready to share your rationale and circle the
text in the scenario that supports your rationale.
• Select a scenario you labelled as aggressive or passive.
What might you do to change this to an assertive
response?
Resisting Negative Peer Influence
• When might we be peer pressured?
• Why do people feel pressured by their peers?
• Being assertive is important in resisting
negative influence from your friends and
peers
• But what about getting help or helping
others?
So where can I go to get help and
advice?
• Your tutor/teachers (remember that they cannot necessarily
keep something secret. If they feel that you are in danger then
they need to tell someone)
• School Nurse – office next to reception Monday and Wednesday
• Counsellors – you can be referred by the school nurse, one of
your teachers or your parents.
• Childline – www.childline.org.uk
• The Point – Youth Services
Opening hours: 9am to 5pm
Riverside Centre,
Woolwich High Street,
London SE18 6DF
020 8921 8224
• Talk to Frank – information and advice about drugs
Role Play
• Students get into groups of 4 or 5.
• You will be given a scenario. You have ten
minutes to prepare a short role play to show
to the whole class
• Your role play should demonstrate
assertiveness and positive refusal skills, as
well as show that you know where to get help
and advice
Plenary
• What makes the perfect human? How can we
thrive?
• What did we think at the start of the unit?
• Has anything changed?
• What has changed? What might we add or
change on our perfect person?