Valley Park School Subject Health Education Promotion – Road Safety Curriculum Context Learning objectives Success Criteria Year and set Date Year 7 08/05/15 Period Room Teacher No. of Students M F Personal, Social Health Education – Promoting Anti-smoking. Concept: To communicate effectively using a wide range of vocational terminology in discussion and written work. To adapt the stylistic conventions of a range of genres for different audiences. Context: To make students aware of how Anti-smoking can affect their health, both now and in the future. To carry out a successful health promotion, evidence for which will come through collated feedback. To make clients aware of sources of support both locally and nationally. By the end of this session, service users will be able to: • Identify the health risks linked to Anti-smoking. • To be able to make informed choices to promote a healthier lifestyle. • To know who they can talk to, to get more help or advice. Keywords Approx. Timings 20 minutes 25 minutes 15 minutes Teacher Activity Starter There will be music in the background related to Antismoking when the students enter the room. Equipment such as pens, pencils and activity sheets about Anti-smoking will be ready for the students on the table. 5 minutes – Students will have activity sheets to work on. 15 minutes – They will watch Antismoking videos from Power point which we would have prepared for them. The videos will be from You Tube. Development 10 minutes – Students will work as a group on their set tables and participate in a True/False Activity. There will be a board, marker and eraser for them to use so they can show their answer. 15 minutes – They will watch video about real life experiences and advertisement about Anti-smoking. Plenary 10 minutes – There will be a bean bag or a small ball so students can pass it to each other as part of a group interaction. This way they will talk about what they have learnt in the lesson. 3 minutes – Romario and I will hand out leaflets, posters (freebies) about anti-smoking for the students to take home. 2 minutes – Students can pack up to prepare for their next lesson, break for home. Student Activity Sign Post for Progress Students can work on their activity sheets for at least 5 minutes. There will be plenty of them so they can take them home. Then they will watch a video on Antismoking for 15 minutes, which we would have already prepared them on Power point. This way they will learn about what the health risks associated with accidents and how the dangers of Anti-smoking can affect their health, both now and in the future. For 10 minutes, student will work as a team in their set tables completing a True or False activity. Then for another 15 minutes they will watch another videos about the dangers associated with smoking and how it can affect their health, both now and in the future. For 10 minutes, students should participate in a group activity of passing the bean bag or a small ball to each other, so they will talk about one thing they have learnt in the lesson. This will help them to remember about the risks associated with smoking. Then, we will hand the students leaflets and posters they can take home about Anti-smoking and advice about where they can get advice or help. Finally, they can pack up for their next lesson, break or for home. 1 Valley Park School Equipment/Resources: Pens, activity sheets, pencils, highlighters, colouring pencils, posters, leaflets, power point on Anti-smoking. Risk Assessment: Appropriate language used in videos. We will also need to be careful the videos we show to the students are appropriate for their age. Spiritual, Moral, Social, and Cultural Literacy Reading Learning Habits Opportunities in this lesson to develop: Social: students develop an understanding Anti-smoking in context of health and wellbeing. Producing a written summary of linked ideas based on processed evidence. Reading and responding to texts. Emotional – Noticing nuances and details, students maintain concentration by remaining focused on task. Cognitive – questioning and thinking is peer led, and supported by teacher. Social – seating plan encourages the sharing of personal information and the development of empathy. Strategic – timing and tasks encourage students to plan and review own levels of understanding in a vocational context. Students make links between current topic and prior learning as well as everyday experiences. 2
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