Lesson Plan Yr7.5 Staying Safe - Risk
Lesson plan and evaluation
Name of teacher:
Key concept: Risk
Lesson title: Staying Safe - Risk
Key stage: KS3 Year
Class:
Context: Lesson 5 of 6 SRE unit of work
No. of girls:
No. of boys:
Pupils with LDD & additional support:
Date of lesson:
Links to ECM:
Staying safe
Enjoy and Achieve
Being Healthy
√
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Make a positive
contribution
Achieve Economic
Wellbeing
Key Concepts: Personal Wellbeing / Economic Wellbeing
Personal
Identities
Healthy Lifestyles
Risk
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Previous learning in this area:
Relationships
Diversity
Self
Awareness
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 Building on work in primary school about staying safe – e.g. Road safety, Bike
right etc
 Work in ICT on internet safety
Intended lesson objectives:
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Introduce the concept of risk
Address the concept of risk in both positive and negative terms. Focus on social
/ sexual activity
Intended learning outcomes (include knowledge, skills and understanding)
By the end of the lesson most pupils will be able to:
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
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Understand what risk is
Recognise that risk can be both positive and negative
Recognise common risky situations
Main teaching and learning strategies: Key Processes
Personal Wellbeing / Economic Wellbeing
Critical Reflection
Decision Making and
Managing Risk
Developing relationships and
working with others
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DRAFT Pilot Resource
Self Development
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Lesson Plan Yr7.5 Staying Safe - Risk
LESSON
Materials/resources:
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Statement on risk for display
Worksheet 1a / 1b 'How safe RU? Questionnaire'
Sets of Risk Taking Cards, enough for one set per group of 4 or 5
As pupils arrive in class display Statement 2:
'To try is to risk failure. The person who risks nothing, does nothing, has
nothing and is nothing.... risks must be taken because the greatest hazard in
life is to risk nothing’.
Source 'an anonymous Chicago teacher'. Widely quoted by Leo Buscaglia (1924-1998) and often attributed to him.
Introduction (5 mins)
Remind the class of the Ground Rules / Group Agreement.
Explain that today you will be exploring risk, safety and where to get help.
Share learning outcomes for the lesson:
By the end of the lesson most pupils will be able to:
 Understand what risk is
 Recognise that risk can be both positive and negative
 Recognise common risky situations
Main Activities
The first part of this lesson is adapted from an activity written by Lesley de Meza
and Paul Law.
1. What is Risk? (10 mins)
As a whole class discuss:
 What they think the word 'Risk' means.
 Hold a discussion and generate a definition that the whole class finds
acceptable. Write their definition on the board ensuring the following gist is
included:
 risk means – 'the chance of something bad happening’
Next ask them:
 if they think 'risks' are always bad
 ask for examples of positive risk-taking, eg taking part in sports – challenging
yourself in situations where the risks are not necessarily dangerous or
detrimental
 ask for examples of negative risk-taking, eg it will usually be illegal, or
dangerous to self or anti-social
As pupils offer examples of positive and negative risks list them on the board under
the appropriate headings: 'Positive Risks' and 'Negative Risks'.
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Lesson Plan Yr7.5 Staying Safe - Risk
Have the class look at the lists and suggest definitions for positive risk and negative
risks. Write their definition on the board ensuring the following gist is included:
 a positive risk is a challenge which enables you to grow
 a negative risk is a gamble that is more likely to lead you into trouble or harm
Teacher Notes:
 Not all people perceive risk in the same way; what is risky for one
person is not for another.
 Introduce the idea that not all risk is negative and there are ways
we can minimise risk.
2. Risk-Taking Behaviour (10 mins) -Handout 1
Individually
Ask pupils to fill in Handout 1 'How safe RU? Questionnaire'
When they have completed it, have them score themselves like this:
 Yes = 6 points
 Don’t know = 2 points
 No = 0 point
Pupils to add up their scores
Bring the class back together and:
Form a continuum on the floor, labelled '90 points' at one end and '0 points at the
other end.
Ask the class to place themselves on the continuum according to their scores (the
higher the score the more risky things pupils are likely to do).
Once everybody is standing on the continuum, discuss:
 what the two ends of the continuum represent in this context (i.e. 'RiskTakers' and 'Non-Risk-Takers)
 whether their position on the continuum accurately reflects their behaviour
 whether any pupils found they take risks in some circumstances but not in
others - ask for examples
 how important positive rather than negative risk-taking is
 whether any pupils were surprised by where they were standing relative to
others
3. Social and Sexual Risks for Young People (5 mins)
Bring the whole class together again
Explain to pupils that you now want to focus on risks relating to social and sexual
behaviour.
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Ask them to look at Handout 1 again & as a whole class
Identify the social or sexual risks in the list.
Write these on a board.
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Lesson Plan Yr7.5 Staying Safe - Risk

Ask if they can add other social or sexual risks that some young people take and
add these too. Through questioning, ensure that risks around alcohol, drugs, sex
and social networking sites are included.
4. How Risky is That? (15 mins)
In small groups of 4 or 5 around tables – each to have a set of Risk Taking
Cards
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Ask each group to form a continuum on the table with the card called
'Negative Risk' at one end of the table and the card called 'Positive Risk' at
the other end. Then ask them to decide where on the continuum to place
each of the Risk Cards.
Move around among the groups to support discussion and ensure that they
have identified positive and negative risks correctly.
Bring the whole class together again
 Invite comments or questions.
 Draw pupils' attention to the minimum age relating to young people's use of
social networking sites (The minimum age for most social network sites is 13
– but 14 for Facebook)
Plenary // Review and Reflection (10 mins)
Encourage pupils to:
Ask pupils to form pairs or threes and identify one or two new things they have
learned about risk.
Clarify by asking:
 What have you learnt about risk today?
 Is risk always negative?
 Can taking risks be good for you?
 What have you learnt about keeping safe today?
Teacher Notes:
For information: In her report Safer Children in a Digital World, published in March
2008, Dr Tanya Byron set out a number of recommendations to improve children's safety when they
use the internet or play video games. The Byron Review Action Plan provides an overview of how
the recommendations of the Byron Review will be implemented. The Action Plan can be
downloaded from: http://www.dfes.gov.uk/byronreview/actionplan/. This Action Plan sets out how
Government, its partners, industry and the third sector will work together to create a safer online
world. There is a specific resource for young people too.
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Lesson Plan Yr7.5 Staying Safe - Risk
Assessment strategies:
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Use key questions from the plenary to ask pupils to reflect on their own learning.
Outcome
How far were the intended learning
outcomes met?

Understand what risk is

Recognise that risk can be both
positive and negative
 Recognise common risky situations
Reflections/comments
Progression points for next lesson
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Lesson Plan Yr7.5 Staying Safe - Risk
BLANK PAGE
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Lesson Plan Yr7.5 Staying Safe - Risk
Worksheet 1a How Safe RU?
How safe RU?
Would you…
Yes
Don’t
know
No
1. Spend a day in the sun without suntan lotion or a
hat?
2. Cross a busy road without using a pelican crossing?
3. Lie to your parents/carers about where you are
going?
4. Join a new activities group e.g. photography / IT /
football / dance?
5. Leave your bike locked up outside school overnight?
6. Stand up in front of the whole school and give a
presentation?
7. Kiss someone you don’t know?
8. Go to a disco on your own?
Subtotal
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Lesson Plan Yr7.5 Staying Safe - Risk
Worksheet 1b How Safe RU?
How safe RU?
Would you..
Yes
Don’t
know
No
9. Stay in the park after it had gone dark?
10. Go rock climbing?
11. Try a drink that you have never heard of?
12. Have a party whilst your parents are out for
the evening?
13. Travel in a car without a seatbelt?
14. Sneak revision notes into an exam?
15. Talk to your friend honestly about a
misunderstanding you have had between you?
Subtotal
Now add your subtotals together for your overall
score
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Lesson Plan Yr7.5 Staying Safe - Risk
Risk Taking Cards
To be cut up and made into sets for each small group

Going shopping in town on a
Saturday with your best friend
Making a speech of thanks on
behalf of your year group at a
school sports event
Using social networking sites
Meeting up with someone you
have met through a social
networking site
Going to a school disco with
someone in your class
Negative Risk
Positive Risk
Hanging around in the town with
your mates after dark
Going for a walk in the country
on your own
Clubbing together to buy alcohol
and going to the park
Going on a school trip abroad
with others in your year at
school
Joining a youth club where you
don't know anybody
Experimenting with drugs
offered by a neighbour
Going by train to the seaside
for the day with a group of
friends

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Lesson Plan Yr7.5 Staying Safe - Risk
Lesson Plan Teacher Evaluation and Feedback
1. Please complete this teacher feedback form after each lesson so that
the information can be fed back into the evaluation of the pilot resource.
2. Please ask the pupils to complete the Pupil feedback form either after
each lesson OR after the end of the Unit so that the information can be
fed back into the evaluation of the pilot resource.
3. Once completed, please give the feedback forms to your Pilot Lead.
Consider:
 Timing of the lesson activities
 Engagement of the pupils
 Age appropriateness
 Inclusion of all pupils
I am a PSHE teacher with more than 5 years experience of teaching SRE
I am a PSHE teacher with less than 5 years experience of teaching SRE
I am a form tutor with little or no experience of teaching SRE
Other - please state
Lesson Title and No. of the lesson
year
What was good about this lesson?
This lesson could be improved by:
Were there any key processes identified for this lesson in the Delivery
Framework that you feel you were not covered? Please identify by
number e.g. 2.1a
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Lesson Plan Yr7.5 Staying Safe - Risk
Lesson Plan Pupil Evaluation and Feedback
These may be given to individual pupils after each lesson OR at the
end of the Unit. Alternatively, it could be completed at the end of
the plenary verbally with someone scribing for the group; the teacher
then to summarise the information onto this form.
Consider:
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Was the lesson interesting and relevant?
Was this the right age for the information?
Was there enough time to do everything properly?
Was everyone able to be involved?
What were the key things you learnt?
What was good?
What could be better?
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