<ul> <li> <p>READY TO TEACH * (LESSON 5/5 - CRIME)</p> <p>Pupils are required to take on the role of a detective to find out the reason for the murder. As a starter activity, pupils are required to work in pairs, placing the clues in the order of events that happened surrounding the murder. The classroom teacher/ teaching assistant or pupil can be selected as the chief inspector - they are aware of the full accounts of the murder. Pupils are to use the evidence compiled to write a report, answering the questions on slide 5 (culprits are identified in the footnote of slide 5 of the ppt). Pupils may ask the chief inspector three questions to help them get closer to solving the mystery (two responses must be honestly answered, whilst one can be a fib). As a plenary activity, ask pupils to share their findings with the class. Who is the murderer(s)? Did they get it right? Recap the events and motives for the murder (slides 7-8).</p> </li> </ul>

<ul> <li>READY TO TEACH * (LESSON 3/6 - RIGHTS AND RESPONSIBILITIES)</li> </ul> <p>The difference between a right and a responsibility is explained.<br /> Pupils match each right to its responsibility. Recap answers (slides 4-5).<br /> A quiz (slide 7) is completed at the end of the lesson linked to the lesson’s learning objective.</p>

<ul> <li>READY TO TEACH * (LESSON 3/8 - HEALTHY LIFESTYLE)</li> </ul> <p>Discuss with pupils the nutrients needed for a healthy diet. Teacher led task, pupils are required to complete a ‘dinner plate’ showing the main food types. Discuss the importance of each food type in benefiting the human body (slides 3-7). Discuss with pupils the importance of eating less salt and drinking more water. Pupils watch the short video presented by Jamie Oliver ‘Teach every child about food.’ To conclude, pupils are to suggest ideas as to how daily eating habits can be improved.</p>

<ul> <li>READY TO TEACH* (LESSON 2/5 - CRIME)</li> </ul> <p>Begin the lesson by telling a few jokes about crime. Pupils cut out the cards, identifying different types of crime. They must rearrange the cards into a diamond format, placing the most serious crime at the top and the least serious crime at the bottom of the diamond. As an extension task, pupils must justify the reasons for their choices. Receive feedback on pupil’s choice, they must be able to explain their decision-making. Class discussion: ‘Is all crime serious?’ Expect to hear a variety of responses, points must be supported with justification. Explain why crimes are committed (slide 6). Complete a mini-plenary task, whereby pupils are required to guess the question from the answer provided on the slide (slides 7-8). Conclude the lesson with a discussion about how crime is punished in accordance to the UK government (slides 9-11).</p>

<ul> <li>READY TO TEACH * (LESSON 5/8 - HEALTHY LIFESTYLE)</li> </ul> <p>Discuss the importance of teeth and gums (slides 3-5). Explain the causes of dental disease. Demonstrate to the class how teeth should be brushed to help prevent tooth decay. Explore the advantages and disadvantages of a toothbrush and an electric toothbrush. Pupils are to take on the role of being a dentist, advising their patient of how best to take better care of their teeth (information that could be included in the script is displayed on slide 10).</p>

<ul> <li>READY TO TEACH * (LESSON 4/6 - FRIENDSHIP)</li> </ul> <p>Discuss with pupils reasons for why a friendship deteriorates. Review ten different scenarios highlighting friendship issues, explore with pupils how individuals should react in each situation. Pupils complete a quiz about friendships, discuss their responses (slide 15). To conclude, consider ways in which pupils can maintain healthy friendships.</p>

<ul> <li>READY TO TEACH * (LESSON 1/5 - SETTLING INTO SECONDARY SCHOOL)</li> </ul> <p>An introductory lesson to PSHEE, giving an overview of the modules taught throughout KS3. Remember to personalise the ppt to your school (indicated clearly in the ppt).</p>

<ul> <li>READY TO TEACH * (LESSON 2/6 - RIGHTS AND RESPONSIBILITIES)</li> </ul> <p>The purpose of the school council is discussed. Pupils are required to identify the qualities considered important for an individual to be elected as a school council rep. Pupils create an advert for a school council rep.</p> <p>Remember to personalise the ppt to your school (indicated clearly in the ppt).</p>

<ul> <li>READY TO TEACH * (LESSON 1/8 - HEALTHY LIFESTYLE)</li> </ul> <p>Pupils are required to explain the message the author is trying to get across in each of the four cartoons. The teacher may jot responses from the pupils beside each cartoon displayed on the interactive whiteboard. Discuss with pupils the definition of the term: Obesity. Explain to pupils why obesity is forecast to be an increased global health issue. Analyse the choropleth map, identifying countries where obesity rates are the highest. Discuss factual information on slide 9 - the infographic highlighting UK obesity. Create a spider diagram of health problems linked to obesity. Watch the cartoon clip, showing the reason for why obesity levels are increasing. As a plenary activity, play the game ‘I went to the supermarket and bought…?’ with the class, pupils must only place healthy food items in their trolley.</p>

<ul> <li>READY TO TEACH * (LESSON 6/8 - HEALTHY LIFESTYLE)</li> </ul> <p>Class participation. Ask for a show of hands from pupils regarding their involvement in extra-curricular activities. Challenge pupils to write down as many examples of sports as possible that help to improve fitness levels. Pupils feedback their examples to the class. As a mini-plenary, pupils are required to write a list of as many reasons as possible for why people should exercise. Pupils self-assess their answers, by playing the game bingo (slides 3-4). Set up the classroom into group tables to undertake a carousel activity. Pupils are required to go from station to station collecting information about different sports (a quick paced activity - be sure to keep to the timings). As a plenary, ask pupils to feedback the benefits of each sport they have researched. To conclude, discuss different ways in which exercise can be carried out. Emphasise the importance of remaining hydrated whilst doing exercise.</p>

<ul> <li>READY TO TEACH * (LESSON 8/8 - HEALTHY LIFESTYLE)</li> </ul> <p>As an introduction to the lesson, present key facts regarding skin cancer. Pupils complete the true or false quiz. Pupils may peer or self-assess their answers (slide 3). Discuss each answer - additional information can be found at the footnote of slide 3. Explore ways in which we can protect our bodies against the sun (slide 4). The main activity of the lesson involves pupils designing a t-shirt to help raise awareness of the dangers of the sun. Explain the criteria to the class. Each t-shirt must be eye-catching, include a logo and helpful advice on sun safety (slide 7 can be displayed on the whiteboard whilst the activity is being completed). Once designs are complete, pupils are required to assess which t-shirt they would choose to be sold in a shop. Collect post-it notes from pupils revealing the successful designs. Display excellent examples of work via the classroom portable camera. Show clip discussing melanoma awareness. To conclude the lesson, emphasise to pupils the importance of regularly checking moles (slide 10).</p>

<p>READY TO TEACH * (LESSON 1/1 - PERSONAL SAFETY)</p> <p>Recap with pupils the difference between the two terms: Fact and fiction. Pupils complete the ‘bike safety’ fact or fiction quiz. Recap answers on slide 5, pupils self-assess their answers. Discuss with pupils the main reasons for why people choose not to wear a helmet (slide 6). Explain how effective a helmet is for cyclists (97% of cyclists who die from being knocked off their bike were not wearing a helmet). Slide 8 is optional - you may wish to visibly demonstrate to a class how effective a helmet is via the use of a watermelon and a cycle helmet (read the footnotes on slide 8). The main activity of the lesson requires pupils to design a helmet with a logo to promote safe cycling. Prior to the task beginning, ask four volunteers in the class to become a ‘dragon’ for the purpose of this activity. In their groups, pupils must prepare a two minute pitch to present to the ‘dragons.’ Whilst pupils are preparing their pitch, the ‘dragons’ can circulate the room to see how each group is working together. The dragons must choose a winner based on the scores they give from the criteria outlined on slide 10.</p>

<ul> <li>READY TO TEACH * (LESSON 5/6 - FRIENDSHIP)</li> </ul> <p>Pupils select ten words from the wordle that represent their understanding of bullying. Consider the meaning of the term: Bullying. Pupils are expected to write their own definition of the term (slide 3). Discuss the school’s anti-bullying policy. Question pupil’s belief in the appearance of a bully, by instructing them to draw an example of one. Pupils are to create a poster raising awareness of bullying - they must include information about what bullying, the impacts felt by the victim and reasons for why individuals bully. Show an example. As a plenary, pupils can present their poster to the class or select a couple of examples whilst circulating the room to show on the classroom portable camera. Additional notes attached regarding bullying - this can be used as an activity for tutor time or as background reading for the creation of the poster.</p> <p>Remember to personalise the ppt to your school (indicated clearly in the ppt).</p>

<ul> <li>READY TO TEACH * (LESSON 6/6 - FRIENDSHIP)</li> </ul> <p>REMEMBER TO BOOK ICT FACILITIES FOR THIS LESSON.</p> <p>Play a quick game of chinese whispers, an example is displayed on slide 2. Explain how easily information can be misinterpreted. Link this to how information on social media can also be quickly interpreted to be untrue. Discuss with pupils the meaning of the term: Cyber Bullying. Log on to the Childline website (type in Cyber Bullying into the search box) to complete a range of questions based on the exploration of this website. To conclude the lesson, recap answers with the class (slides 5-6). Pupils can self-assess their answer before attaching the sheet into their book. Emphasise the importance of keeping safe on-line. Discuss the school’s policy regarding on-line safety.</p>

<ul> <li>READY TO TEACH * (LESSON 1/5 - CRIME)</li> </ul> <p>Identify different types of crime. Begin with a quick task of pupils making a note of different types of crime. You may wish to show examples for inspiration (slide 4). Recap as a class. Pupils are then required to create a graph using data of two local areas (statistics can be found on neighbourhood statistics website). Pupils answer questions based on the graph drawn. * Be wary not to identify some areas as ‘troublesome’ areas, as it may be areas where pupils live. Explain crime statistics may be greater in an area with a larger population. Similarly, in areas where fewer crimes are committed, this may be due to the fact crimes are not reported. A quick task to recap types of crime most/ least likely to be found in rural areas is included as a plenary.</p> <p>Remember to input the two areas you are comparing in the boxes identified on the ppt and words identified in bold on the data sheet.</p>

<ul> <li>READY TO TEACH * (LESSON 4/5 - CRIME)</li> </ul> <p>Discuss with pupils ways in which crime can be prevented in their neighbourhood(slide 2). Encourage pupils to suggest additional examples of preventing crime. The main task of the lesson involves using a copy of the school’s map (often found in pupil’s planner). Pupils are to include annotations of how crime can be reduced in and around the school grounds e.g. security fences, CCTV, barriers implemented at the main entrance to the school etc. Pupils must explain how each improvement helps to reduce crime (examples are included on slide 5 as a starting point for weaker ability pupils). Pupils are required to use their annotations to help construct a report, addressed to the head teacher of the school. The report must identify areas vulnerable to crime within the school grounds, suggesting possible solutions to the problems identified (an example for scaffolding purposes is included on slide 10). As a plenary, select pupils to read their reports to the class incorporating suggested ideas for improvements, reward individuals with merits for sharing their ideas.</p> <p>Remember to personalise the ppt to your school (indicated clearly in the ppt).</p>

<ul> <li>READY TO TEACH * (LESSON 1/6 - FRIENDSHIP)</li> </ul> <p>Pupils create a spider diagram, identifying qualities of a good friend. Pupils are required to choose twenty words from the list that describes a good friend. Recap the qualities in the table (slide 6) which identify good and bad qualities of a friend. Recap the importance of friendships. Pupils discuss with a partner the qualities needed for a good friendship (linked to the lesson’s learning objective).</p>

<ul> <li>READY TO TEACH * (LESSON 2/6 - FRIENDSHIP)</li> </ul> <p>Pupils dismiss the words that do not represent a good friend (slide 2). Pupils are to create a poem about friendship which includes qualities and benefits of a friendship. Show an example to pupils for inspiration (slide 4). Pupils complete a quiz about friendship as a plenary activity. Pupils can add up their total score and decide what type of friend they are. To conclude the lesson, pupils watch the clip to think about how they could be a better friend.</p>

<ul> <li>READY TO TEACH * (LESSON 6/6 - RIGHTS AND RESPONSIBILITIES)</li> </ul> <p>A quick quiz, identifying different occupations. Discuss how each occupation is linked. Pupils complete a task which involves them drawing a sketch (with labels) of the school’s uniform. Allow pupils to self-assess or peer-assess their drawings, based on accuracy and detail. To conclude, discuss the advantages and disadvantages of wearing a school uniform.</p> <p>Remember to personalise the ppt to your school (indicated clearly in the ppt).</p>

<ul> <li>READY TO TEACH * (LESSON 3/5 - SETTLING INTO SECONDARY SCHOOL)</li> </ul> <p>A lesson for Year 7 pupils, highlighting different situations pupils may face whilst settling into a new school. Pupils are also made aware of the importance in asking for help - slide 6 guides pupils to appropriate members of staff. Remember to personalise the ppt to your school (indicated clearly in slide 6).</p>

<ul> <li>READY TO TEACH * (LESSON 2/5 - SETTLING INTO SECONDARY SCHOOL)</li> </ul> <p>An introductory lesson, allowing pupils to learn more about one another.</p>