SINCE 1995 Lesson Notes · Activity 5 5 W’s of Reporting - 8 Minutes Activity 6 Closing Story and Review - 5 Minutes • Recognise and respect that all people are different and

LESSON

SKILLSEDUCATION

LIFEwww.lifeskills-education.co.uk

S I N C E 1 9 9 5

Last updated July 31st 2019

SUPPORT

Lesson NotesProgramme/Content: Angie SheardIT Support: Stuart Longcroft

Training and Development ManagerBusiness Manager

[email protected]@lifeksills-education.co.uk

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Programme Content Page Lesson Number & Name Content Learning Intentions – students will be able to:

10 Lesson 1 Introduction to DARE 25

Activity 1 Intro to the programme - 20 Minutes Activity 2 Responsibilities - 12 Minutes Activity 3 Intro to DARE Decision Making Model -

5 Minutes Activity 4 Alcohol: Facts and Health Effects - 18

Minutes Activity 5 Closing Story and Review - 5 Minutes

• Describe the meaning of Key Terms • Consider ways to be responsible • Name the steps in the DARE Decision

Making Model (DDMM) • Discuss the facts and health effects of

alcohol • State the law in relation to alcohol and

young people

26 Lesson 2 Dealing with Stressful Situations

Activity 1 DARE Box / Review - 10 Minutes Activity 2 DDMM Practice: DEFINE - 15 Minutes Activity 3 How Do You Know When You’re

Stressed? - 10 Minutes Activity 4 What Do You Find Stressful? - 15 Minutes Activity 5 Dealing with stress - 5 Minutes Activity 6 Closing Story and Review - 5 Minutes

• Work through the DEFINE stage of the DDMM

• Identify what makes us stressed • Recognise the signs of stress • Discuss how to deal effectively with stress

40 Lesson 3 What is Peer Pressure?

Activity 1 DARE Box / Review - 5 Minutes Activity 2 Video – Under Pressure - 10 Minutes Activity 3 Drugs which can be Smoked: Facts and

Health Effects - 27 Minutes Activity 4 Understanding Pressure - 10 Minutes Activity 5 Closing Story and Review - 5 Minutes

• DEFINE pressure and peer pressure • Recognise the sources of pressure and

peer pressure • Consider the facts and health effects of

cannabis and tobacco • State the law in relation to young people

smoking cannabis and tobacco

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50 Lesson 4 Balancing Risks and Consequences

Activity 1 DARE Box / Review - 12 Minutes Activity 2 Opening Story – Taking a Risk - 5 Minutes Activity 3 Risks and Consequences - 18 Minutes Activity 4 Making Safe and Responsible Choices -

20 Minutes Activity 5 Closing Story and Review - 5 Minutes

• DEFINE the meaning of risks and consequences and apply to scenarios

• ASSESS how choices can have positive and negative consequences.

• Use the DDMM to recommend a Safe and Health course of action

• Consider the law of Theft

62 Lesson 5 Just Different

Activity 1 DARE Box / review - 5 Minutes Activity 2 Different yet Alike - 10 Minutes Activity 3 Opening Story - Treating People

Differently - 17 Minutes Activity 4 Making a Difference - 15 Minutes Activity 5 5 W’s of Reporting - 8 Minutes Activity 6 Closing Story and Review - 5 Minutes

• Recognise and respect that all people are different and that this is a benefit to us all

• Discuss the benefits of feeling good about ourselves

• DEFINE and recognise characteristics of bullying and hate crime/incidents

• Consider ways to RESPOND to and report incidents

• Describe the impact of hate incidents on others and how it makes them feel

• Explain how small incidents can escalate if allowed to continue

76 Lesson 6 Let’s Communicate

Activity 1 DARE Box / Review - 10 Minutes Activity 2 Opening Story – Confused about

Communication - 2 Minutes Activity 3 Effective Communication - 15 Minutes Activity 4 Being Confident in Communication - 20

Minutes Activity 5 Effective Refusals – Explaining - 8

Minutes Activity 6 Closing Story and Review - 5 Minutes

• Discuss the importance of effective communication in our daily lives

• Demonstrate confident communication • Use explanations to communicate

effectively • Consider the importance of feeling good

about ourselves

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89 Lesson 7 To the Point

Activity 1 DARE Box / review - 5 Minutes Activity 2 Opening Story: A Dangerous Game - 2

Minutes Activity 3 Knife Crime: The Facts - 20 Minutes Activity 4 Resistance Strategies - 20 Minutes Activity 5 DDMM Practice: Jacksons scenario -

8 Minutes Activity 6 Closing Story and Review - 5 Minutes

• Identify risk and consequences of carrying a knife

• State when it is legal and illegal to carry a knife

• Identify resistance strategies which may be useful

98 Lesson 8 More than just Talk

Activity 1 DARE Box / Review - 10 Minutes Activity 2 Opening Story: Putting Things Right - 5

Minutes Activity 3 Non-Verbal Communication - 15 Minutes Activity 4 Effective Listening - 20 Minutes Activity 5 Closing Story and Review - 10 Minutes

• Recognise and demonstrate non-verbal communication

• Recognise and demonstrate effective listening techniques

110 Lesson 9 Becoming a Good Citizen

Activity 1 DARE Box / Review - 5 Minutes Activity 2 My Interview - 15 Minutes Activity 3 Becoming a Good Citizen - 7 Minutes Activity 4 Hanna’s Story: Trying to be a Good

Citizen - 3 Minutes Activity 5 Solvents and NPS: Facts and Health

Effects - 20 Minutes Activity 6 Preparation for DARE Report / Review -

10 Minutes

• Practice effective communication skills whilst interviewing another and being interviewed

• Recognise the benefit of giving and receiving help

• DEFINE a ‘good citizen’ and apply good citizenship to a scenario

• Consider the facts and health effects of solvents and new psychoactive substances

• Commence preparation of the DARE Report

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123 Lesson 10 My Support Network

Activity 1 DARE Box / Review / Team Quiz - 20 Minutes

Activity 2 Support Networks - 20 Minutes Activity 3 Review - 20 Minutes

• Consider and answer questions relating to solvents and New Psychoactive Substances

• Identify people in your lives you can go to if you need help

• List sources of help and support • Review and reflect on what has been

learned in the programme

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Pre – Lesson Notes DARE 25 These notes are written for both DARE Officer and teachers who are delivering the DARE 25 programme. There are additional notes for teachers which will have been sent out when your order was confirmed and which will give key information to enable your students to gain maximum benefit from your delivery.

A whole school approach

Our aim when delivering the DARE 25 programme in schools is for it to be seen as a part of a whole school approach to the student’s education. There are a number of ways in which we seek to enable this including developing a good rapport with the teacher, taking account of what the children are learning at specific times and also having an awareness of what else is going on nationally that the school may be a part of.

We aim to -

• Encourage students to use correct grammar, spelling and punctuation and to write in full sentences when appropriate. • Link material which is displayed in the classroom to issues being discussed in the DARE lesson. • Be aware of what is happening in the wider school, checking out noticeboards and displays and using every opportunity to link these into our teaching

of the programme. • Keep up to date with national and local initiatives e.g. anti-bullying week (usually in November in Nottinghamshire), Safer Internet Day, mental health

awareness day. • Understand the age and stage of development of the class being taught e.g. adapting language and examples for younger children or linking issues in

DARE to the transition to secondary school. • Be inclusive and work with teaching staff to ensure that individual learning needs are met e.g. try to include optional activities for students who have

different learning needs. A whole programme approach

In order for the 10 week programme to be seen as a whole programme rather than a series of 10 lessons, we aim to provide regular and strong linking of key themes and topics through the programme from beginning to end including -

• The DARE ‘healthy and safe’ message • The link in ALL lessons and topics to drug and alcohol use, knife and hate crime (see right hand column of lesson notes) • The link across all lessons to key themes e.g. pressure and peer pressure, responsibility etc. • Linking forward and back to lessons completed or yet to deliver

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Quality Standards

Quality standards are important and we always follow best practice and work to the quality standards for alcohol and drug education as set by Mentor Adepis. The following examples are all vital to the quality of the service we provide to schools and ultimately children –

• Teacher pre-meeting and discussion with staff, following a pre-prepared format • Engagement of parents in the pre programme parent briefing, letter home, workbook/homework discussion and end of course survey • Quality assurance visit to school during delivery • Structured, timely and topical lessons with an inbuilt review process • A good mix of interactive teaching methods that address the needs of all pupils • A 10 weekly lesson programme which allows time for reflection • Teacher evaluation questionnaire and feedback • Student evaluation questionnaire at the back of the workbook

Cross curriculum links

Our products are designed to be a part of the whole school programme, to link to other classroom learning, and will assist in schools meeting their statutory obligations under the National Curriculum. Further details can be found on the Life Skills Education Charity website however for Key stage 2 this includes the following:

• KS2/Science/Animals including humans Pupils should be taught to recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function.

• KS2 / PSHE / Health and Wellbeing Pupils should have the opportunity to learn which, why and how, commonly available substances and drugs (including alcohol and tobacco) could damage their immediate and future health and safety, that some are legal, some are restricted and some are illegal to own, use and supply to others.

The programme also gives opportunities for students to follow the (non-statutory) programme of study set out by the PSHE Association. (Though it should be noted here that in September 2020 the Health and Relationships curriculum subjects will become statutory). This will include health education (covering both physical and mental health) and either relationships education in key stages 1 and 2, or relationships and sex education (RSE) in key stages 3 and 4).

For Key Stage 2 these include -

• H1/Health and Wellbeing

Pupils should have the opportunity to learn what positively and negatively affects their physical, mental and emotional health

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Pupils should have the opportunity to learn how to make informed choices (including recognising that choices can have positive, neutral and negative consequences) and to begin to understand the concept of a ‘balanced lifestyle’.


Pupils should have the opportunity to recognise, predict and ASSESS risks in different situations and decide how to manage them responsibly (including sensible road use and risks in their local environment) and to use this as an opportunity to build resilience.


Pupils should have the opportunity to learn how pressure to behave in unacceptable, unhealthy or risky ways can come from a variety of sources, including people they know and the media


Pupils should have the opportunity to recognise when they need help and to develop the skills to ask for help; to use basic techniques for resisting pressure to do something dangerous, unhealthy, that makes them uncomfortable or anxious or that they think is wrong.


Pupils should have the opportunity to learn which, why and how, commonly available substances and drugs (including alcohol, tobacco and ‘energy drinks’) can damage their immediate and future health and safety; that some are restricted and some are illegal to own, use and give to others.

• R18/Relationships

Pupils should have the opportunity to identify and respect the differences and similarities between people.


Pupils should have the opportunity to recognise when people are being unkind either to them or others, how to RESPOND, who to tell and what to say.


Pupils should have the opportunity to recognise different types of teasing and bullying, to understand that these are wrong and unacceptable.

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Pupils should have the opportunity to learn strategies to resist teasing or bullying, if they experience or witness it, whom to go to and how to get help.

• L6/Living in the wider world

Pupils should have the opportunity to realise the consequences of anti-social, aggressive and harmful behaviours such as bullying and discrimination of individuals and communities; to develop strategies for getting support for themselves or for others at risk

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Lesson 1 Introduction to DARE 25

Part A - Lesson introductory notes/preparation

Learning Intentions Students will be able to:

• Describe the meaning of Key Terms • Consider ways to be responsible • Name the steps in the DARE Decision Making Model (DDMM) • Discuss the facts and health effects of alcohol • State the law in relation to alcohol and young people

Preparation • Review the lesson plan • Check out the classroom’s presentation facilities and Internet access • Familiarisation with the ‘Alcohol: Facts and Health Effects’ pages in the student workbook and

undertake additional research as appropriate • Consider the creation of DARE teams of 4 to 6 children • Prepare a name card with your name as an example • Discuss with teacher the arrangements and date for the graduation ceremony - which should take place

before the end of term. • Discuss with teacher re the pre and post programme evaluation before the end of term (if

applicable).

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Resources • Student workbooks and name cards • Presentation and video • Teacher web support at www.lifeskills-education.co.uk • Talk to Frank website at www.talktofrank.com • School policies addressing student behaviour

Key Terms • Drug: A substance a person takes which changes the way they feel, think or behave. • Abuse: The wrong use of something, including the misuse of drugs OR the abuse of someone,

including insulting and offensive language, cruel or violent treatment. • Resistance: To oppose, withstand or avoid something. • Education: Instruction or learning. • Responsible: Being reliable and dependable; people can count on you. • Fact: Something that can be proven to be true • Health Effect: What happens to the body as a result of using a drug • Addicted: Physically or psychologically dependent on a drug

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Lesson Structure and Activities

Activity 1 Introduction to the programme 20 Minutes

Activity 2 Responsibilities 12 Minutes

Activity 3 Introduction to DARE Decision Making Model 5 Minutes

Activity 4 Alcohol: Facts and Health Effects 18 Minutes

Activity 5 Closing Story and Review 5 Minutes

Activity / Timing Lesson Subject and Notes Key links to other lessons

Activity 1 - Introduction to the programme (20 Minutes)

Display PP1.1 – Intro Page DARE Officers should introduce themselves at this point including:

• Name (check with teacher and class how they would like to refer to you) • Why you enjoy being a DARE Officer • Other appropriate personal information

Distribute student workbooks and name cards. Ask students to enter their personal details on the front cover of the student workbook and their first name in large letters on the name card. Show your own as an example.

Inform students that the main purpose of the DARE 25 programme is to learn skills which can be used to make safe and responsible

Responsibility Decision Making

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decisions at home, school, or with friends and that you will be introducing scenarios about Lucas, his family and friends that are based on situations real students of their age experience. They will also be considering how to treat others and themselves with respect.

Students will have the opportunity to practise what they are learning while helping the children in the stories solve their problems by making wise choices and good decisions.

Display PP1.2 - Learning Intentions

Ask for a volunteer to read these out

Introduce the students to the Learning Intentions of Lesson 1.

Inform the students that you wish to check out their understanding of some key words that form a basis of the programme and will be referred to throughout. Explain the meaning of key terms and how this links to the lesson review and glossary.

Discuss and DEFINE each word as follows:

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Display PP1.3 – Drug

DRUG: A substance a person takes which changes the way they feel, think or behave.

Ask the students to give you the names of drugs they have heard of. List these on the board. If the children do not name any medicines, ask them to put their hands up if you mention a drug that they have used or heard of before. Mention Calpol and insulin etc. if they don’t. It is important to establish the fact that all medicines are drugs, and some people need these to make them better.

Alcohol, tobacco, caffeine, psychoactive and volatile substances should all be referred to if they haven’t already been mentioned.

Some drugs, such as new psychoactive substances are designed to replicate the effects of other drugs and are sold in packaging designed to get attention using a catchy brand name and bright colours.

Some drugs are helpful (e.g. medicines) and some are harmful (e.g., tobacco).

Explain that some drugs are legal, some are illegal and some are sometimes illegal, for example it is illegal to buy alcohol under the age of 18 or to sell tobacco to someone under 18. Some used to be legal, like psychoactive substances.

Drugs Alcohol Tobacco

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Display PP1.4 – Abuse

ABUSE: We can use the term abuse with reference to something or someone.

(i) The wrong use of something including the misuse of drugs. A good example is that of medicines, ensuring that children understand all medicines are drugs, and if misused they can have harmful effects. Tell the students that prescription medicines are being increasingly abused.

The effects of a drug can depend on many things. Misuse or abuse of a drug can include:

• How often it is used • If it is taken with anything else • The mood a person is in when they take it • How much is taken - For example, are the directions for taking

medicine complied with?

(ii) To treat someone badly or unfairly, including insulting and offensive language, cruelty or violence. Inform the students that in this programme they will be considering the subjects of bullying, hate crime and knife crime; all of which involve treating people in an abusive way which can cause physical, mental or emotional harm.

Being Different

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Display PP1.5 – Resistance

RESISTANCE: To oppose, withstand or avoid something (e.g., peer pressure and bullying). A number of tactics can be used such as avoiding a situation or saying ‘No’. We will be looking at a number of resistance strategies later in the programme.

Resistance Strategies

Display PP1.6 – Education

EDUCATION: Instruction or learning.

We are all learning every day; even as adults. The programme will provide students with facts and information to make safe and healthy decisions.

Explain that the class will be using a DARE Box during the lessons. This is a confidential way to communicate, share concerns, or ask questions. The box will only be opened by a teacher or DARE Officer, therefore protecting all identities.

Ask for a volunteer(s) to decorate a box and bring it to the next lesson.

Tell the students they should feel free to put any questions in the box at any time regarding the work they do in DARE. Emphasise that the name of the question writer need not be included.

Instruct the students regarding confidentiality. Any disclosure regarding harm or risk to themselves or to others has to be reported

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to the proper authorities for the child's own safety and wellbeing.

Activity 2 – Responsibilities (12 Minutes)

Explain to the students that they will be taking part in a variety of activities over the next few weeks as individuals, pairs or teams. It is important that everyone has the opportunity to participate.

This is one way we take responsibility for ourselves and each other in class.

Display PP1.7 - Responsible

Responsible: Being reliable and dependable; people can count on you.

Point out to the students that they are provided with a DARE student workbook to help them remember the information and skills they gain.

Emphasise the need for them to take care of the student workbooks and bring them to every DARE lesson. The student workbooks are now their responsibility.

A simple set of rules have been provided which may be similar to existing school rules. Direct the students to The DARE Rules pages of their DARE student workbook.

Risks Consequences

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Display PP1.8 – DARE Rules

Briefly review with the students

Ask the students how they compare to their class rules or values.

Explain that for any programme to be effective it is important that teachers, parents/carers and children work together. Direct the children to the ‘Welcome to the DARE 25 Programme’ page in their student workbooks. Read the letter aloud to the students.

Inform the students that you are now giving them the responsibility to take the letter home and ask their parent/carer to sign before the next lesson. They should also make their parent/carers aware of the Parent/Carer Questionnaire which is located at the rear of their student workbook.

All of us, both adults and children, have a responsibility to keep ourselves, and others safe and healthy. Inform students that we will be discussing personal responsibility and helping others on a number of occasions during the coming weeks.

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Activity 3 – Introduction to the DDMM (5 Minutes)

Emphasise to the students that one of the key goals in our time together is for them to learn how to make safe and responsible decisions in their lives and become good citizens (e.g. avoiding and resisting the misuse of drugs and anti-social behavior as well as treating others with respect and courtesy, even though they may be different to us.). There are many things to think about when making decisions.

Explain that the DARE acronym also represents a Decision Making Model. The model provides us with simple steps to take that help us decide what to do. This is particularly useful when we are being put under pressure or faced with a difficult decision.

Ask the students to open out the DDMM student workbook flap and briefly lead them through the definitions of each step.

Explain that they will have the opportunity to learn more about the DDMM in future lessons.

DEFINE

• Describe the scenario in which you find yourself

o Who is involved? o What is the problem or challenge? o When is it happening? o Where is it happening?

Drugs Alcohol Being Different Decision Making

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ASSESS

• What are your choices and the possible consequences?

o What are the positive and negative consequences of each choice?

o Why is it difficult to make a decision?

RESPOND

• Make a choice or decision

o Use the information and facts gathered. o Decide which choice is the right choice to keep safe

and healthy.

EVALUATE

• Review your choice or decision. Would you change anything?

o Are you happy with the outcome? o Consider the views of others o What have you learned? o Would you change your choice in any way?

The DARE Decision-Making Model (DDMM) can be used to help make decisions in many aspects of life.

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Activity 4 – Alcohol: Facts and Health Effects (18 Minutes)

Inform students that it is important we take responsibility for keeping ourselves healthy and safe. Sometimes we need facts and information to help us so that we can make an informed decision.

Tell the students that they are now going to look at some important facts about a drug which they will have all heard about and which is quite common – alcohol. These facts will help them make informed choices about their future health.

All drugs affect our body. Remind them of the definition of a drug: A substance a person takes which changes the way they feel, think or behave. This can affect our decision making as we try to keep ourselves safe and healthy and also in the way that we treat others and in the things that we do.

Alcohol

In small groups/DARE teams, ask students to open their workbooks to the ‘Alcohol Facts and Health Effect’ page.


Display PP1.9

Fact: Something that can be proven to be true.

Health Effect: What happens to the body as a result of using a drug.

Addicted: Physically or psychologically dependent on a drug.

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Display PP1.10 - Alcohol Facts and Health Effects

Ask the students to read the fact and information pages and then underline any of the words, facts or health effects they do not understand or wish to discuss.

This will ensure that the level of discussion and information provided is initiated by the students and will assist in tailoring the activity to meet their specific needs.

Groups/teams will then feedback and the facilitator then confirms and clarifies any words, facts or health effects; expanding as appropriate with further supporting information, depending upon the existing knowledge and awareness of the group.

Ask the students to open out the flap on the rear cover which contains advice on where to go to for help. Emphasise that this is a list that can be used at anytime, not just for help around drugs and alcohol. This is an opportunity to talk about responsible adults whom they trust and who they could be. At any point during the programme, students can add the names of responsible adults they feel they can go to for help.

Now refer the small groups/ DARE teams to the alcohol quiz. They should be given 5 minutes to complete as many questions as possible. Then go through the questions and confirm the correct answers.

Support Network

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1. False 2. Binge 3. Thousands 4. False 5. 10

Activity 5 – Review and Closing Story (5 Minutes)

PP1.11 – Play presentation

Closing Story: Introduction the DARE Crew - Lucas, Emilia, Jackson, Naz, Hanna and Jacob

TRANSCRIPT

Lucas: Hi! My name is Lucas and this is my sister Emilia (smiles and waves) and my friends Jackson (says hello), Naz, (Hi there) Hanna (Hallo) and Jacob (two thumbs up). We’re going to hang out with you for the next few weeks and I think it’s fairly certain we’re going to get into a few scrapes. We try to be responsible but it doesn’t always work out; I’m sure you all know what I mean. But I think by working together we can really help each other. Oh and if Emilia tells you she doesn’t need any help - don’t believe her. (Emilia looks surprised and then scowls at the camera). See you next time!

Responsibility

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Inform the students that at the end of each lesson there will be a Lesson Review.

This will be the opportunity for them to write or draw what they have learned and remembered from that lesson.

Refer the students to the Glossary Page in their student workbooks and ask volunteers to identify the key term definitions from Lesson 1. You may wish them to write ‘1’ after each key term to denote the relevant lesson.

Key terms: Drug, Abuse, Resistance, Education, Responsible, Fact, Health Effect, Addicted

The lesson review in their workbook should be completed before the next lesson when they will discuss their answers This week there are 3 tasks -

1. ‘Three things I would most like to learn from the DARE 25 programme are…’

2. Bearing in mind the information they have gained about alcohol, they should consider the following question. They may make an individual guess, discuss it with friends or do any research they think might help them.

• ‘How many 11 to 15-year-old students out of 100 do you think drink alcohol regularly (at least once a week)?’

Responsibility

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3. Tell students that during the programme they will be following the lives of young people their age. Young people whom we know experience the same problems as them; who sometimes have the same difficult choices to make.

Students have only briefly met the DARE Crew and refer them to the picture on the rear of their workbook. Ask them to identify which one of the DARE Crew would you choose to be their best friend and why? They should record this in their DARE workbook. Tell the students we will return to this later in the course.

Being Different

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Lesson 2 Dealing with Stressful Situations



• Work through the DEFINE stage of the DDMM • Identify what makes us stressed • Recognise the signs of stress • Discuss how to deal effectively with stress

Preparation • Review the lesson plan

Resources • Student workbooks and name cards • Presentation and videos • Display sheets – Appendix 1 • Teacher web support at www.lifeskills-education.co.uk

Key Terms • Stress: Any strain or pressure felt about a situation or an event

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Activity 1 DARE Box / Review 10 Minutes

Activity 2 DDMM Practice: DEFINE 15 Minutes

Activity 3 How Do You Know When You’re Stressed? 10 Minutes

Activity 4 What Do You Find Stressful? 15 Minutes

Activity 5 Dealing with stress 5 Minutes



Activity 1 – DARE Box / Review (10 Minutes)

Answer questions from the DARE Box.

Check that students have obtained a parent/carer signature on the letter in their workbook and that they have their workbook and name card – relate this to responsibility.

Facilitate a review of the previous lesson:

Refer students to the completed Lesson 1 Review in their student workbooks and the first two tasks:

1. Three things I would most like to learn from the DARE programme are…’

After receiving their feedback, direct the students to the final task in

Responsibility

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the Lesson 1 Review.

2. ‘How many 11 to 15 year old students out of 100 do you think drink alcohol regularly (at least once a week)?’

Determine which student(s) are closest to the correct answer by asking the whole class to stand and individuals then sit down in response to your directions i.e. over 90%; over 80%, over 70% etc. When you have determined which student(s) are closest to the correct answer, inform the class that the recent national survey of alcohol use among young people showed that 6 out of 100 (6%) children aged 11-15 years reported drinking alcohol regularly. Ask the students to write this on the Lesson 1 Review page, next to “National Survey”.

Source: Smoking, Drinking and Drug Use Among Young People in England - 2013 [NS] Copyright ©2014, re-used with the permission of The Health and Social Care Information Centre. All rights reserved.

Alcohol

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Emphasise the small percentage of 11 to 15 year olds that drink alcohol regularly (at least once per week) i.e. confirm that the social norm for that age group is not to drink alcohol – i.e. over 93%

Facilitate a discussion with the students as to whether they over or under estimated alcohol use among 11-15 year olds. Ask them why they answered that way. Did the number of 11-15 year old’s who reported drinking alcohol regularly surprise them? Why or why not?

3. Ask the students for a show of hands on which of the DARE Crew they would like to be best friends with. At this stage do not ask them why. Remind students that we will be coming back to look at this later on in the course.

Display PP2.1 – Learning Intentions.

Ask for a volunteer to read these out.

Being Different

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Activity 2 – DDMM Practice: DEFINE (15 Minutes)

Students will now use the DEFINE stage of the DARE Decision Making Model (DDMM) as a class to describe a scenario.

Ensure that the students understand the meaning of scenario – ‘a sequence of events’.

In the last lesson we talked about being responsible for ourselves and others.

Responsible: Being reliable and dependable; people can count on you.

We can sometimes find it difficult to act responsibly. The DDMM can assist us to make responsible decisions when we are in difficult situations so that we make healthy, safe and responsible choices.

The first step in the DARE Decision Making Model, DEFINE, is to describe the scenario.

Students will now be given the opportunity to practice describing a scenario that they may encounter by considering:

• Who is involved? • What is the problem or challenge? • When is it happening? • Where is it happening?

This week, let’s catch up with Jackson and learn more about what is going on in his life.


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Display PP2.2 - ‘Jackson has a problem’

TRANSCRIPT

Hi there. Jackson here. I thought I would share something with you which I am not proud of. I’ve got to see the Headteacher after school and it’s all because of what happened at the school play rehearsal. Well I had volunteered to be in the play and guess what? I got one of the lead roles. How cool is that?

Well we were told a few weeks ago to learn our lines so that we could do a full rehearsal today; and (says quietly) I’ve not really been doing it – (loudly) I’ve been busy! And I thought I’d be okay. So there I was on the stage in the school hall with everyone staring at me and Mrs. Verma said, ‘Off you go Jackson. The full speech please’.

Well I took a deep breath and my mind just went blank; I couldn’t remember a thing. Mrs. Verma tried to help by prompting me but it just didn’t work. My face got all hot, my palms got all sweaty and my stomach felt queasy. Then a few of the other kids giggled and that didn’t help. I felt sick to my stomach. I tried to focus and remember the first line of the speech, but the more I tried, the more my mind went blank. That’s when I heard someone behind me whisper ‘He’s rubbish!’ That got to me and I just wanted to walk off the stage. Then my friend Jacob came over and said, ‘It can happen to anyone.’ That helped a bit but I felt really stupid.

So you know what I did? I walked off the stage and shouted, ‘Could

Responsibility

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any of you have done any better?

I pushed one of the other kids who was standing near me and he fell over. I am worried now in case I get kicked out of the school play.

What a mess!

Ask the students to open the DDMM flap of their student workbook and then open their workbooks at the ‘Describe the Scenario’ activity. Ask them to study the comic strip at the top of the page to remind them of the scenario involving Jackson.

Direct students to work in small groups/DARE teams to DEFINE the scenario. Make sure they explain how they know that it’s a problem or challenge and why it may be difficult to make a decision.

Facilitate a discussion by calling on selected groups/teams to feed back on their defining of the scenario.

Ask students how responsible they feel Jackson’s decision making and actions were.

In the event of lack of time, students may be led through this as a whole class activity.

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Activity 3 – How do you know when you are Stressed? (10 Minutes)

Ask: Think of a word, which you believe describes how Jackson felt.

• Possible answers:

• Worried • Scared • Upset • Angry • Embarrassed

A word that we might use to describe someone feeling these emotions is Stressed.

Pressure

Display PP2.3 - Stress: Any strain or pressure felt about a situation or an event

• Ask: What aspects of Jackson's behaviour or reactions indicate he was stressed? Possible answers:

• Mind went blank • Face hot • Palms sweaty • Queasy stomach • Mind racing • Angry • Pushed someone

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Ask the students to think of times when they have felt stressed about a situation or event. There is no need to share details of the situation or event causing the stress but reflect on how it felt for them.

Now ask students to open their student workbooks to the Signs of Stress pages and individually complete Question 1.

N.B. Question 2 will be addressed later in the lesson.

1. How do I feel and behave when I am feeling stressed?

• Possible answers:

• frustration • headaches • blushing • sweaty palms • fast heartbeat • anger • fear • nervousness • sadness • yell at someone • cry • start to act differently • say something mean • throw something

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Facilitate a discussion of the students’ responses.

Are these effects short or long term?

Activity 4 – What do you find Stressful? (15 Minutes)

Prior to the lesson, display each of the three sheets (Not stressful, A bit stressful, and Very stressful) in three parts of the room, allowing sufficient space for students to gather against them.

These 3 sheets are available at Appendix 1 of these Lesson Notes.

Say: We are going to talk about situations that may be stressful. I am going to read to you a list of situations that might cause you stress.

Explain to students that you will read a scenario and they will need to determine which of the following three categories best describes how stressful they would find that scenario by standing in the identified area. Explain the meaning of each category.

Display PP2.4 - Stressful

A. Not stressful – would never find it stressful B. A bit stressful – a little stressful or would get stressed

occasionally C. Very stressful- Always extremely stressful

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Display PP2. 5 – What Would You Find Stressful? (Click to advance each scenario)

Say: I’m going to show you how this activity works. The situation is: Taking a spelling test at school.

I would have to decide which category or sign best describes how I feel and why I chose that category. For this example I’ll use “A bit stressful’ and then move to that sign. I should be prepared to share with others why I might feel a bit of stress regarding the situation.

Instruct students to move to the category that indicates their stress level. After everyone has identified one of the categories, call on one or two students to share the reason for their choice (why it might be stressful and if that stress is positive or negative).

Dependent upon the time available, select from the following situations:

• An argument with your best friend • Someone keeps making unkind remarks about your

personal appearance • Losing your homework book • You learn that an older friend has started to carry a knife • As you walk through the park alone you pass a group of

older teens drinking and smoking

N.B. There is no requirement to complete all of these.

Responsibility Respect Knife Aware Alcohol Tobacco

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Facilitate a brief discussion about:

• Why some people are more stressed in certain situations than other people

• Why a situation might be stressful to someone on one occasion but not another

• When we are confident / comfortable we experience less stress.

Remind students that people often use drugs to cope with stress and that this can cause them to take risks, which we will be discussing later in the programme.

Tobacco Alcohol

Activity 5 – Dealing with Stress (5 Minutes)

Everyone feels stressed at times and we all deal with that stress in different ways. There are positive and negative ways to deal with stress.

Now ask students to briefly share with you tactics they use to deal with stressful situations which they feel are positive or effective.

Possible answers:

• Take a deep breath • Count to 5 to give yourself thinking time • Walk away from the situation to give yourself time to calm

down • Tell yourself you can do it (positive self- talk)

Responsibility

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• Focus on the outcome you want • Share your problem – talk to people you trust

We need to think about what we should do once we’ve calmed down.


Refer the students to the Glossary Page in their student workbooks and ask volunteers to identify the key term definitions from Lesson 2. You may wish them to write ‘2’ after the key term to denote the relevant lesson.

Key term: Stress

Now ask the students to turn to the Lesson 2 review in their student workbooks. There is just 1 task this week:

Ask the students to complete the ‘Signs of Stress’ page of their student workbook by answering the question

‘Give 3 or more effective ways to deal with stressful situations.

Display PP2.6 - Play presentation closing story ‘Thanks for Listening’

TRANSCRIPT

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Jackson:

Thanks for listening to me. I’m not very good under stress; it can make it really difficult to think clearly and act responsibly. That can mean getting into a whole lot of trouble. But you know what, talking to someone really helps. See you soon.


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Lesson 3 What is Peer Pressure?



• DEFINE pressure and peer pressure • Recognise the sources of pressure and peer pressure • Consider the facts and health effects of cannabis and tobacco • State the law in relation to young people smoking cannabis and tobacco

Preparation • Review the lesson plan. • Familiarisation with the Drugs which can be Smoked: Facts and Health effects

worksheet, and undertake additional research as appropriate

Resources • Student workbooks and name cards • Presentation and video • Teacher web support at www.lifeskills-education.co.uk • Talk to Frank website at www.talktofrank.com

Key Terms • Pressure: A force or influence to do something.

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• Peer Pressure: When someone who is similar in age to you tries to get you to do something you may or may not want to do.

• Inhale: To breathe air, smoke or gas into your lungs.



Activity 2 Video – Under Pressure 10 Minutes

Activity 3 Drugs which can be Smoked: Facts and Health Effects 27 Minutes

Activity 4 Understanding Pressure 10 Minutes


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Answer any questions from the DARE Box

Facilitate a review of the previous lesson on the DEFINE stage of the DDMM:

• Refer the students to the DEFINE Scenario pages of their student workbook. Remind them of the process they followed.

• Ask students to feedback on the Lesson 2 Review - ‘Complete the Signs of Stress page of your student workbook by answering the question ‘Give 3 or more effective ways to deal with stressful situations.

Display PP3.1 - Learning intentions.

Ask for a volunteer to read out.

Last week we met Jackson and discussed the effect that stressful situations have on us and our ability to make responsible decisions. This week we are going to check in with Emilia whom we met in our first week together.

Activity 2 – Opening Story: Under Pressure (10 Minutes)

Display PP3.2 – Under Pressure

TRANSCRIPT

Emilia here. Well I hope you’re having a better day than I am. I’ve

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been grounded for a month and my mum has threatened to talk to my teacher. It all started at the weekend when I had a sleep over at Maddie’s house. Maddie and I have been friends for a long time and she is really good fun and her family are nice. That’s why my mum let me have the sleep over.

We were in Maddie’s bedroom on Saturday evening and she suddenly said, ‘Look what I found in dad’s bedroom drawer’ and she showed me what she said was an e-cig and said we could try vaping. She said she’d done it once before. I’ve never smoked anything and I wondered what it would be like. I asked Maddie what would happen if her dad caught us but she said her dad was busy in the kitchen and we’d be safe. Then I thought of what my mum would say – she’d be furious! So I said, ‘No Maddie, I don’t want to.’ She was not happy. She said she had thought I was more grown up than that and if I wasn’t going to be any fun she’d get someone else for a sleepover next time.

I told her she was being mean but she said I was just being a spoilsport and that she was going to smoke it anyway and if I didn’t she would tell the teacher I had copied her English homework last week. I thought one little try of the e-cig would be harmless, no one would find out and so I agreed. She passed it to me and I lifted it to my mouth – just as her dad walked into the bedroom. No sleepover, straight home and grounded!

Why did I let her talk me into it?

Decision Making Stress Pressure Tobacco

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Facilitate a discussion with the following questions:

• Why did Emilia take the e-cig from Maddie?

Possible Answer:

• Emilia wanted Maddie to stay friends with her • She was influenced by Maddie • Emilia didn’t fully consider the consequences.

In conclusion, Emilia only consented to Maddie’s suggestion to smoke the e-cig because she felt under pressure and was influenced to do what Maddie asked.

Display PP3.3 - Pressure: A force or influence to do something.

Like Maddie, sometimes friends or people our own age can pressure or influence us to do something.

This is called Peer Pressure.

Display PP3.4 - Peer Pressure

Peer Pressure: When someone who is similar in age to you tries to get you to do something you may or may not want to do.

The concept of pressure and peer pressure will be explored later in the lesson but before that, students are now going to look in more

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detail at facts relating to substances which can be inhaled and why their use is risky.

Activity 3 – Drugs which can be Smoked: Facts and Health Effects (30 Minutes)

Working in small groups/DARE teams, ask students to open their workbooks to the Drugs Which Can be Smoked: Facts and Health Effects page.

Display PP3.5 - Inhale: To breathe air, smoke or gas into your lungs.

Display PP3.6 – Drugs which can be smoked: Facts and Health effects

Ask the students to read the page and then underline any of the words, facts or health effects they do not understand or wish to discuss. This will ensure that the level of discussion and information provided is initiated by the students and will assist in tailoring the activity to meet their specific needs.

Groups/teams feedback and the facilitator confirms and clarifies any words, facts or health effects, expanding as appropriate with further supporting information, depending upon the existing knowledge and awareness of the group.

Tell them not to complete the Team Quiz page at this stage.

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Ask the students to pull out the flap on the rear cover which contains advice on where to go to for help. This is an opportunity to talk about responsible and trusted adults and who they might be. At any time throughout the programme, students may add the names of responsible adults they can go to for help.

The small groups / DARE teams will now take place in a Team Quiz. Refer them to the Team Quiz sheet of their student workbook.

The DARE Officer should read out each question and teams will be allowed a short amount of time to consider the information on their Fact sheets, confer and record the answer on their Quiz sheet. Once complete, go through the questions and confirm the correct answers. Identify which team achieved the most correct answers.

The winning team(s) are asked to stand up and are given a round of applause.

Support Network

Activity 4 – Understanding Pressure (10 Minutes)

Working in pairs/small groups/DARE teams, ask the students if they can think of examples when they, or people their age, have felt under pressure to do something or agree to something.

N.B. Remind the students to use ‘someone I know’ and not the names of people.

After giving them time to discuss, ask for their responses and list their responses on the whiteboard.


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Look at the responses and determine by discussion with the whole class who or what was causing the pressure: e.g. Parents, family members, teacher, friends, someone they don’t know, media, putting pressure on themselves (personal). Ask students to remember the definition of peer pressure and then identify which of these are peer pressure.

Ask them to describe how being under pressure makes them feel.

Sometimes pressure can be positive and good for us, such as pressure by a parent to ensure you learn your spellings. Ensure that students understand that pressure that is good for you is not necessarily enjoyable.

State that sometimes we put pressure on ourselves. That can be beneficial — like trying to get a good test result. It is important though not to put ourselves under unrealistic or undue pressure - this can cause stress.

Sometimes pressure may be negative and not good for us e.g. being asked to tell a lie. Ask what tactics people may use to apply pressure on others. Elicit these from the students and write them on the whiteboard.

• Money • Daring • Bullying • Gang or group membership

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• Friendship • Physical or verbal threats.

Activity 5 –Closing Story and Review (5 Minutes)


Key terms: Pressure, Peer Pressure, Inhale

Now ask the students to turn to the lesson 3 review in their student workbook. There are 2 tasks this week -

1. How many 11 – 15-year olds out of 100 do you think smoke tobacco regularly (at least once a week?) Write the number next to My Guess.

2. If you had been in the bedroom with Emilia and Maddy, what advice would you have given to Emilia?

Decision Making

Display PP3.7 – Emilia learned a lesson

TRANSCRIPT

I got into a lot of trouble and I really disappointed my mum. So make sure you pay attention next time, when we will learn about the

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meaning of risk and how our choices can have positive and negative consequences.

See you then.

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Lesson 4 Balancing Risks and Consequences


Learning Intentions Students will be able to: • DEFINE the meaning of risks and consequences and apply to scenarios • ASSESS how choices can have positive and negative consequences. • Use the DDMM to recommend a Safe and Healthy course of action • Consider the law of Theft

Preparation • Review the lesson plan. • Review the Theft fact sheet provided for DARE Officers and teachers – see Appendix 2

Resources • Student workbooks and name cards • Presentation and videos • Teacher web support at https://lifeskills-education.co.uk

Key Terms • Risk: Taking a chance with the possibility of something going wrong. • Consequence: A result of making a choice or decision. • Theft: To take or receive anything not belonging to you, intending to keep it

and knowing the owner has not given their permission.

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Activity 2 Opening Story – Taking a Risk 5 Minutes

Activity 3 Risks and Consequences 18 Minutes

Activity 4 Making Safe and Responsible Choices 20 Minutes




Answer any questions from the DARE Box.

Ensure that students have their student workbooks closed.

Ask: What facts, health effects and points of law can you remember about tobacco and cannabis that we discussed in the last lesson?

Now ask the students to turn to the lesson 3 review in their student workbook.

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1. ‘How many 11 to 15-year-old students out of 100 do you think smoke tobacco regularly (at least once a week?)? Write the number next to My Guess.’

Determine which student(s) are closest to the correct answer by asking the whole class to stand and individuals then sit down in response to your directions i.e. over 90%; over 80%, over 70% etc.

When you have determined which student(s) are closest to the correct answer, inform the class that the recent national survey of tobacco use among young people showed that 3 out of 100 (3%) children aged 11-15 years reported smoking tobacco regularly.

Ask the students to write this on the Lesson 3 Review page, next to “National Survey”.

Source: Smoking, Drinking and Drug Use Among Young People in England - 2013 [NS] Copyright ©2014, re-used with the permission of The Health and Social Care Information Centre. All rights reserved.

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Emphasise the very small percentage of 11 to 15 year old’s that smoke tobacco regularly (at least once per week) i.e. confirm that the social norm for that age group is not to smoke – i.e. over 96%

Facilitate a discussion with the students as to whether they over or under estimated tobacco use among 11-15 year olds. Ask them why they answered that way. Did the number of 11-15 year olds who reported smoking tobacco regularly surprise them? Why or why not?

2. Ask the students: If you had been in the bedroom with Emilia and Maddie, what advice would you have given to Emilia?

Possible answers:

• Make an excuse and leave • Refuse to smoke the e-cig • Try to talk Maddie out of smoking the e-cig




Activity 2 – Opening Story: Taking a Risk (5 Minutes)

Last lesson students heard from Emilia and how she got into trouble by giving in to peer pressure.

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Students also learned that deciding to use drugs and substances that can be inhaled would certainly NOT be a responsible or healthy choice.

Students will now check back with another of our characters to see how they are managing to be safe and responsible.

Decision Making

Display PP4.2 - Play presentation, Taking a Risk

TRANSCRIPT

Hi there. Hanna here.

I want to tell you something. There are a couple of older girls who live near me and I see them every week at my ice-skating lessons. Last week they told me they sometimes get cider and then drink it on the park. On Saturday afternoon I was walking home past a local shop when I saw them standing outside. They asked me to keep watch whilst they went in to steal some cider. I like hanging out with them and they are good fun to be with so I agreed. I thought it might be a laugh and anyway

I wasn’t even going in the shop so it wasn’t like I was really doing anything wrong. They told me where to stand; right next to the litter bin near the shop door. I was to shout them if I saw anyone coming such as the police or someone who knows us. They went in and I stood outside. I was on my own and suddenly I felt really nervous

Decision Making Resistance Strategies Pressure Stress Responsibility Alcohol

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and scared and my mind raced, wondering what would happen if I got caught.

It was too much… I shouted to them inside the shop and they quickly came out. They asked what was wrong and I made the excuse that I thought I had seen a police car at the top of the street. They were not convinced; told me I was a scared baby and that no way would they be hanging out with me anymore. They walked off and that’s when I started to feel really worried and stressed. I bet they’ll tell other people and what if my dad finds out?

Oh well, no time to worry about that now; I’m off to take my ice-skating class. I didn’t want to go at first ‘cos I was scared of getting injured or hurt, but Naz talked me into trying it and taking a risk so I did. I am really glad I took that risk. I love it.

Activity 3 – Risks and Consequences (18 Minutes)

Inform the students that this week they are going to learn about risks and consequences

Display PP4.3 - Consequence

Consequence: A result of making a choice or decision.

Ask students to give examples of consequences arising from everyday examples of making a choice or decision. E.g. using the pedestrian crossing so that the road can be crossed safely.

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Sometimes we cannot be sure whether the consequences of a choice or decision will be positive or negative. This is called taking a risk.

Decision Making

Display PP4.4 - Risk

Risk: Taking a chance with the possibility of something going wrong.

Stress that we all take risks in life. Some of the consequences may be positive and others negative. Some risks are worth taking and that is why we have to weigh the possible positive and negative consequences before making a choice or decision.

E.g. Hanna taking a risk and trying ice-skating. What could be the positive and negative consequences of taking up ice-skating?

Possible answers:

Positive Negative

o Meeting new people o Getting injured o Enjoyment o Not liking the sport o Keeping fit and healthy o Spending less time on other

hobbies o Increased confidence o Expense

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Display PP4.5 - Consequences of Risky Behaviour

Refer students to the ‘Consequences of Risky Behaviour’ page of their student workbooks. Students work in small groups/DARE teams to discuss, identify and list 3 possible consequences resulting from Hanna’s story i.e. agreeing to act as lookout whilst the two girls went into the shop to steal cider. They should also identify whether these possible consequences are likely to have positive or negative effects or outcomes. Ask: was this behaviour risky? Why?

Remind the students that risk taking increases with pressure and stress, and with taking drugs or alcohol as they affect the way we feel, think and behave.

Receive feedback from the small groups/teams.

Ensure that whilst discussing the various consequences, the students are made aware that stealing property, or assisting others to steal - theft - is a criminal offence and they can be in trouble by just being there.

Ask students to share what they understand by the term ‘Theft’.

Decision Making Alcohol

Display PP4.6 - Theft

To take or receive anything not belonging to you, intending to keep it and knowing the owner has not given their permission.

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Refer to the DARE Officer and teacher briefing sheet on Theft (Appendix 2). Facilitate a brief discussion about theft.

Activity 4 – Making Safe and Responsible Choices (20 Minutes)

In Hanna’s story, she took a risk. To assist in making wise choices which are likely to have positive consequences and keep them safe and healthy, students can use the DARE Decision Making Model.

Students have practiced identifying consequences in Hanna’s scenario, this is assessing the situation which is most important.

Students are now going to use the DDMM to assist Hanna to make a decision which will keep herself and others safe and healthy. They should think about both positive and negative consequences of the choices which can be made.

Students should open the DDMM flap of their student workbook and then open their workbooks to the ‘assessing scenarios’ page. In small groups/DARE Teams, complete the scenario activity by recording their answers in the student workbook.

Decision Making Responsibility

Scenario:

On the way to her ice-skating class, Hanna comes across the same two girls. They open a bag they are carrying and she sees it contains a bottle of cider and two cans of beer. They tell her they are skipping

Responsibility Resistance Strategies Pressure

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ice-skating and instead are going to drink the alcohol in a den they have found on the nearby railway embankment. Hanna refuses, and makes her own way to the ice-skating class. When she arrives, the ice-skating coach is completing the attendance register and notices that the two girls have not turned up. He asks Hanna if she knows where they are. What should she do?

Stress Alcohol

Facilitate a class discussion of their written responses.

Emphasise to students that as well as taking responsibility for our own health and safety, it is sometimes necessary to take responsibility for the health and safety of others. This is not always an easy decision to make, as in this scenario.

Ask the DARE groups/teams to prepare for a role play of the scenario which includes their recommended choice of action for Hanna. Dependent upon time available, ask one or more DARE teams/groups to role play the scenario in front of the class.

Activity 5 – Closing Story and Review (5 Minutes)


Risks

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Key terms: Risk, Consequence, Theft

Facilitate a discussion of the main concepts in today’s lesson.

Now ask the children to turn to the lesson 4 review in their student workbook. There is just 1 task this week -

• ‘I think situations are risky when…’ Ask several students to volunteer their views on what the term ‘risky situation’ means to them as a review of the intended learning outcomes.

They should record their response to the Lesson 4 Review before the next lesson.

Consequences

Display PP4.7 - Play presentation - Time for reflection.

TRANSCRIPT

Lucas to Hanna: (both playing a game on their smart phones)

Well it looks like hanging out with those older girls is not a good idea.

Hanna: Still don’t know whether to tell mum about hanging out with them and what they get up to.

Lucas: Well she won’t be pleased, that’s for sure. Just keep away from those girls.

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Hanna: Certainly will. They are trouble - and risky with a big R.

Lucas: Ha! I got to the next level by taking a chance and it totally paid off. So, yeah, it’s fun to take risks sometimes, but not all risks have positive consequences. Next time we’ll be looking at how we are all different and how sometimes people can be really mean to each other.

Hanna: Concentrate on the game Lucas! See you soon.

[They turn back to the game.]

Lucas: Now, I’m gonna beat this level.

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Lesson 5 Just Different



• Recognise and respect that all people are different and that this is a benefit to us all • Discuss the benefits of feeling good about ourselves • DEFINE and recognise characteristics of bullying and hate crime/incidents • Consider ways to RESPOND to and report incidents • Describe the impact of hate incidents on others and how it makes them feel • Explain how small incidents can escalate if allowed to continue

Preparation • Review the lesson plan • Check out the school policies on bullying and hate crime/incidents • Refer to the latest guidance on hate crime reporting procedures (http://www.report-it.org.uk/your_police_force) • Familiarisation with protected characteristics for Hate Crime – see inner rear cover of

workbook

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Resources • Presentation and videos • Display sheets – Appendix 3 (Being Mean, Bullying, Hate Crime/Incident)

Key Terms • Bullying - Actions, usually repeated over time that negatively affect another individual or group physically or emotionally. This can happen in the real or digital world.

• Bystander - Someone who witnesses an incident and has the opportunity to help • Hate crime/incident – treating people in a negative way based on their difference which can

sometimes be illegal • Difference - the qualities or characteristics that makes one person unlike any other • Prejudice – a view of someone based on them being different often formed by a stereotype • Respect – The way you treat or think about someone or something

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Activity 1 DARE Box / review 5 Minutes

Activity 2 Different yet Alike 10 Minutes

Activity 3 Opening Story - Treating People Differently 17 Minutes

Activity 4 Making a Difference 15 Minutes

Activity 5 5 W’s of Reporting 8 Minutes





Facilitate a discussion with the students about what they learned in the last lesson and the homework that they have completed.

Ask the students to complete the sentence ‘I think situations are risky when……….’

Display PP5.1 - Learning intentions


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Activity 2 – Different yet Alike (10 Minutes)

Activity

Ask the students to look back in their workbook at lesson 1 review and ask for their responses about the DARE Crew – ask them why they chose that person. What influences their decision? Is that person different to them or alike?

Ask the class to describe their physical appearance and interests - list these on the white board. Make two lists on the board. List 1 - appearance and list 2 – interests. List the words ‘tall’ and ‘dancing’ as examples (6 to 8 examples is enough).

Ensure that the list emphasizes how alike yet different we all are.

Point out how alike yet different we are in the way that we look and our interests. This can affect our view of others.

Ask – how would the world be different if we were all the same?

Follow this with a discussion about what makes us different and how we are alike and how we are different and why these differences are of benefit to us all. Use the answers from the board to aid this discussion.

Answers may be

• We are all unique and special • Society needs us all to have different skills and abilities in

order to function • Life would be boring and impossible if we were all the same

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Ask the class why others being different might be difficult for some to accept and what problems that this might lead to? Ask for some examples. Try to elicit a number and variety of responses.

Answers may include –

People can

• feel safe with others who look the same as them or who have the same interests when they are similar or the same

• feel jealous, threatened or scared when people look or act differently

• feel that people who are different are inferior or superior • Don’t understand or relate to others customs, language,

religion or etc.

Ensure discussion includes the attraction of joining gangs in order to be with people who are ‘the same’ and in order to feel safe

Activity 3 – Opening Story - Treating people Differently (17 Minutes)

Display PP5.2 – Treating people differently

Activity

TRANSCRIPT

Hi everyone, Naz here.

I want to tell you about something that happened on my way home from school. I was looking forward to getting home and going

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shopping with my aunt and so I ran most of the way to the bus stop. But when I got there I saw there was a really long queue; much longer than normal. In the front of me was Lottie, who is in my class but I try not to have anything to do with her because she is a bit of a trouble maker.

When the bus came there was a boy at the front of the queue who goes to my cousin’s school and uses crutches. He has had lots of operations on his legs and seems to have quite a bit of difficulty walking. Lottie suddenly shouted out ‘Oh no, not someone with crutches – they are always so slow and a real nuisance’. The ramp had to be lowered so that he could get on the bus and it did seem to take ages, but Lottie kept loudly tutting whilst she was watching him get on the bus!

As I got onto the bus behind Lottie, he was sitting close to the front and was trying to sort out his crutches which meant they were partly blocking the gangway. Lottie looked around and loudly said, ‘All I want to do is sit down.’ She continued tutting and started nudging another girl of front of her. The boy was still trying to move his crutches out of the way, was stammering an apology and was starting to look a bit red in the face. Lottie suddenly leaned right over him, stared in his face and said loudly ‘I want to sit down!’ He looked really embarrassed, and a little scared. I didn’t know what to do. I really felt for him but couldn’t help looking away.

Everyone else on the bus just stared at Lottie.

Responsibility Decision Making Stress Pressure

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Facilitate a discussion around the video and ask

• What do you think about the way Lottie behaved • What is her view of the boy? • Why might she be behaving like this? • What is it about the situation that made her react this way? • How might the boy feel about it? • How might others on the bus feel about it? • How did Naz react to the situation and why? • What might Lottie’s behaviour be called?

Introduce the idea of being a bystander, and bullying if the class do not highlight these terms.

Display PP5.3 Bullying – actions, usually repeated over time that negatively affect another individual or group physically or emotionally. This can happen in the real or digital world.

Display PP5.4 Bystander – someone who witnesses an incident and has the opportunity to help.

Ask the class when does being mean become bullying and ensure that they know that bullying is ‘several times on purpose’ and link here to the school anti-bullying policy and anti-bullying week (which is usually in November in Notts schools).

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Tell them that when being mean or bullying is based upon a person’s differences that this can be classed as a ‘hate incident/crime’.

PP5.5 - Hate incident/crime - treating people in a negative way based on their difference, which can sometimes be illegal.

Display PP5.6 Difference – qualities or characteristics that makes one person unlike any other.

Display PP5.7 Prejudice – a view of someone based on them being different.

Ask the students what they think the opposite of this behaviour is called. How would they like to be treated and how should we treat others.

Display PP5.8 Respect – the way we you think or treat someone or something

Display PP5.9 Protected Characteristics (display throughout the next exercise)

Refer students to the inner back flap and facilitate a brief discussion using the following information:

Crimes may be prosecuted; other incidents may be recorded as hate incidents.

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Explain that targeting someone because of the characteristics listed can be illegal and can be recorded or prosecuted in serious cases. Whatever negative action is taken may be more serious if a person is ‘different’.

• Disability (a physical or mental problem that makes it difficult or impossible for a person to walk, see, hear, speak, learn, or do other important things. Can be permanent or just for a while. From birth or from illness or accident). (give examples)

• Race (groups of people who have particular similar physical characteristics)

• Religion (a common set of beliefs e.g. God or Allah) • Sexual orientation (who a person loves or has romantic

feelings about e.g. gay or lesbian) • Transgender ID (when a person feels that their gender is

different to that which they were given at birth) (in addition in Nottinghamshire)

• Misogyny (dislike of, contempt or prejudice against women) • Alternative sub-culture (outside or on the fringes of

mainstream or popular culture e.g. Goths, hippies)

Draw 3 circles on the board (See Appendix 3):

Criminal Act + Protected Characteristic = Hate Crime / Incident.

Ask the class if they think that Lottie’s behaviour was a hate incident or not and why.

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Activity 4 – Making a Difference (15 Minutes)

Prior to the lesson, display each of the three sheets (Being Mean, Bullying, Hate Incident/Crime – see Appendix 4) in three parts of the room, allowing sufficient space for students to gather against them.

Explain that we are now going to explore in more detail ‘being mean’, ‘bullying’, and ‘hate incident/crime’.

Use the following list and read out in turn; keep the protected characteristic PP displayed for reference

• Writing ‘ugly’ or ‘fat’ on someone’s book • Sending threatening private chat messages to someone who

is ‘gay’ all the time • Spraying ‘I hate foreigners’ on a wall • Pulling off a Muslim girl’s hijab (Check for understanding) • Making fun of someone via text pictures who acts differently

due to mental health issues • Constantly ignoring or excluding someone from your group of

friends because they do not speak English very well • Laughing with your friend behind someone’s back about their

appearance.

Ask the class to move to the card corresponding with their understanding of each example.

Facilitate a brief discussion around each example - there is no requirement to use all of these scenarios and the teachers or

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students may come up with others that are more appropriate to the class needs.

At the end of the activity get the class to return to their seats and ask what could they do if they saw something happen that was similar to this and how they could help to put things right.

• Ignore it • Speak to the wrongdoer, ask them to apologise or think

about their behaviour • Provide support to the victim • Report incidents to a teacher or responsible adult • Understand that it is OK to be different • Accept that we are all unique and can make a positive

contribution • Not being a bystander

Explain:

- that there are appropriate places to report different issues, for example bullying in school would be dealt with by school policies. Anything criminal may be reported to the police.

- how small incidents can escalate if things are not reported and it is often difficult to report or challenge incidents.

- that doing something positive is not always easy and taking action can be difficult.


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Activity 5 – The 5 W’s of Reporting (8 Minutes)

Display PP5.10 – The 5 W’s of reporting

Ask students to open their workbooks and introduce them to the “Five W’s of Reporting.” by asking them to think back to the story told by Naz – if someone wanted to report the incident they would need to include the following information:

• Who was involved in the incident? Who was the victim? Who was the wrongdoer?

• What happened to make you think the incident was a bullying or hate crime/incident?

• When did the incident happen? • Where did the incident happen? • Why do you think the incident took place?

Lead the students through the completion of the 5 W’s chart in their student workbooks in relation to Naz or someone else reporting the incident.

Facilitate a discussion around where and how incidents may be reported and to whom (school, police, parents etc.).

Refer to the back flap and remind students of their list of responsible adults.

Support Network

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Lesson review


Key Terms – Difference, Prejudice, Bullying, Bystander, Hate crime/incident, Respect

Ask the students to turn to the lesson review in their work book. For the next lesson they should think back to the exercise ‘different yet alike’ and then think about another person they can think of who is different to them but who they admire for their achievements and record

A - how is the person is different to you and B - what it is that they admire about that person.

Display PP 5.11

Play presentation– Feeling Sorry

(Lucas and Naz having a drink)

TRANSCRIPT

Naz – Naz – I really can’t believe that I didn’t say anything to Lottie.

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It just seemed a really difficult situation and Lottie is quite forceful. But since then I’ve been thinking about it a lot and I have certainly learned from listening to you all today. I think next time something happens I’ll have the confidence to stand up for someone who’s being treated badly – and I can always report it.

Lucas – Yeah, and how do you think the boy felt about what happened? I am sure the whole thing really upset him.

Naz – (Nods) I know, I really feel for him. And who would have thought that people who behave like Lottie can get in so much trouble for picking on someone, especially if its ‘cos they are different?

Lucas - I never really thought about how different we all are and how that makes us all kind of special in our own way. It’s pretty cool really, when you think about it.

Both – Byee!

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Lesson 6 Let’s Communicate



• Discuss the importance of effective communication in our daily lives • Demonstrate confident communication • Use explanations to communicate effectively • Consider the importance of feeling good about ourselves

Preparation • Review the lesson plan

Resources • Presentation and videos • Teacher web support at www.lifeskills-education.co.uk

Key Terms • Communication: The sharing of information, ideas and feelings with others • Self Esteem: the way we feel about ourselves and how confident we are

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Activity 2 Opening Story – Confused about Communication 2 Minutes

Activity 3 Effective Communication 15 Minutes

Activity 4 Being Confident in Communication 20 Minutes

Activity 5 Effective Refusals – Explaining 8 Minutes




DARE Box

Answer any questions from the DARE Box

Lesson Review

Facilitate a review of the previous lesson on Being Different by -

Asking the students to share with the class their thoughts about the person who they identified as different, as per their lesson review. Draw out elements of positive difference during the discussion.

Display PP 6.1 Learning intentions – ask for a volunteer to read these out.

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Activity 2 – Opening Story: Confused about Communication (2 Minutes)

This week we will hear from Jacob who is in a difficult situation. After watching the video we will be discussing how well we think he has communicated.

Display PP6.2 - Play presentation ‘Confused about Communication’

TRANSCRIPT

Hi Jacob here.

I really need your help this week. I was at the youth club the other day speaking to the leader, Jack, about a problem that I was having. I wasn’t feeling too confident about my exams and a boy who I know had been calling me names, saying I was ‘thick’ and ‘stupid’ as I am not very good at maths – it made me feel really useless and worried about what others think of me.

It took me ages to pluck up the courage to speak to someone about it and I like Jack and so I had gone to the club early so that I could speak to him privately before the others arrived.

Whilst we were speaking, the door crashed open and in came Emelia and Jackson – they were messing about and laughing and joking – being really loud. They shouted ‘Hi’ to me and asked what we were talking about. I said I am just speaking to Jack. They came closer, both rolled their eyes and sighed but said that they would wait. They were still messing about though - How dare they??!!

Stress Decision Making Pressure

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I jumped up and pointed at them and shouted. ‘Thanks – you have ruined everything’ and ran out slamming the door behind me. I missed youth club and just hung around the shops. I bet they had a good time!

I felt really miserable and so when I got home I spoke to my Gran about it and she said to me that maybe I wasn’t communicating very well.

Now I am confused - I thought talking was communicating?!

Risks Consequences

Activity 3 –Effective Communication (15 Minutes)

Today’s lesson is on communication. We are going to help Jacob understand:

• What we mean by communication • How to be effective in communication

Ask: What do you think communication means?

Display PP6.3 - Communication

Communication: The sharing of information, ideas and feelings with others.

Explain to the students that communication may take place with or without the use of words and that we will be discussing this over the

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next couple of lessons.

Let’s see what we can do to help Jacob communicate more effectively.

Ask students to refer to ‘Helping Jacob with Communication’ page in their student workbooks. They should work with a partner or in small groups/DARE teams to answer the following questions and be prepared to share their responses with the class.

Reflecting on Jacob’s experience today:

1. How did Jacob feel and why? He was angry and upset

His confidence was affected by the bullying he had received He had fallen out with his friends

2. What did Jacob want to communicate to his friends? That he wanted to have a private discussion with Jack That he was upset at being interrupted That he was angry that the others had not considered what was happening

3. What do you think his Gran meant when she said Jacob’s communication wasn’t clear? Jacob had not explained clearly that he wanted a private chat Emelia and Jackson did not understand what was happening The fact that he got angry stopped him communicating properly

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4. How could Jacob have communicated more effectively? Not have been vague saying ‘I am just talking to Jack’ Not getting angry and storming off Used his stress busting techniques to deal with the situation

Was this being mean/bullying / hate crime incident?

Why?

Receive feedback from the pairs/small groups/DARE teams

Activity 4 –Confident in Communication (20 Minutes)

We’ve been talking about effective communication. To be effective, it is important that we communicate confidently to others as opposed to communicating in an unsure or demanding way.

Show the descriptions on the PowerPoint of each style of communication as the class discuss it.

What do you think it looks or sounds like when people are unsure, demanding or confident? (You should then model the three types of communication for the class)

Ask them:

• What style of communication was used? • What did I do that told you it was that style of

communicating? • How effective was my communication?

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• How did it make them feel?

The characteristics may include:

Display PP6.4 – Unsure

• Speaks in a weak voice • Is afraid to speak up • Has poor posture • Looks nervous

Display PP6.5 – Demanding

• Speaks in a loud, angry tone of voice • Has stiff posture and leans forward • Gets in your face • Bullying • Frowns and points at the other person

Display PP6.6 – Confident

• Speaks clearly and respectfully • Standing up straight, with shoulders back • Maintains eye contact

Respect

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• Appears calm

Display PP6.7 - Communication Scenarios

Scenario 1: A friend has upset you by telling your younger brother that everyone should try alcohol because it’s fun and everyone is doing it. Confidently Communicate to your friend why this is unacceptable.

Scenario 2: Some friends ask you to join them in throwing stones at the windows of a local synagogue whilst a service is taking place. Confidently tell your friend why they should not do this and you won’t take part.

Task: Students should now open their student workbook and look at the instructions for Using Confident Communication.

Students are to talk to a partner using the two scenarios. One will lead Scenario 1 and demonstrate confident communication. The other will respond whilst observing and listening for signs of confident communication. Students then switch roles for scenario 2. The page should be used to make notes of their observations.

Decision Making

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Monitor the students to check for understanding.

After students have had the opportunity to practice confident communication, there is the option to select a few student pairs to demonstrate each situation in front of the class and compare their communication with the confident communication characteristics.

Now ask students:

• How effective they feel they were in communicating confidently

• What did the partners observe? • How could communication have been improved? • How did it feel to be on the receiving end of confident

communication?

Respect

SAY - Confident Communication is great but we all find it hard to be self – confident at times.

Ask the class to remember how Jacob was feeling about his exams and the bullying he had been getting from the other boy, and how this affected him.

Possible answers:

• Feel less confident about his exams

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• Unhappy • Worried about what people think about him • Stressed

Tell the students that another word we use for self-confidence is SELF ESTEEM.

Display PP6.8 Self Esteem – the way we feel about ourselves and how confident we are.

Tell the class that if Jacob had felt more confident or had better self-esteem the result could have been different. He could have communicated more effectively and the incident might not have ended as it did.

We now going to do an exercise to help us to practice feeling good about ourselves.

Ask the students to look at the rear of their name card where there are four blank spaces. Instruct them to write one positive, word which they feel describes themselves e.g. thoughtful, happy. Once completed ask the students to turn around the card so that the words can be seen by the class and ask how it makes them feel to see positive descriptions about themselves.

Ask for volunteers to share their words with the class and ask them to consider how it makes them feel when we see positive

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descriptions about themselves. Remind the class that they can look at these words at any time should they need to, in the future.

Activity 5 – Effective Refusals – Explaining (8 Minutes)

Refusing in a confident and clear manner is an effective response in many situations, but sometimes more than a refusal is needed – an explanation.

Providing an explanation lets others know what we think, feel or need and why. It assists us in communicating effectively.

An explanation may often benefit from us having certain knowledge or information which we can use to support our refusal – No because…

Working in pairs, small groups/DARE teams, now ask the students to apply the knowledge they have on effective communication in a refuse and explain scenario.

Refer them to the ‘Refusing and Explaining’ page in their student workbooks which relates to a scenario involving Jacob and Lucas.

Scenario - The next day Lucas is walking to school when he meets a boy he knows who is at secondary school. The boy says that some older boys have given him money to deliver packages to some of the houses nearby. He asks Lucas if he wants to help, but tells him not to tell anyone.

Decision Making Stress Peer Pressure

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What effective explanations can Lucas give? The students should record their responses in the workbook.



Key terms: Communication

Now ask the students to turn to the Lesson 6 review in their student workbook. There is just 1 task this week -

1. ‘To improve the effectiveness of my communication I need to…’

Emphasise to students that any outstanding questions they may have should be placed in the DARE box. Time will be made available at the beginning of Lesson 7 to answer them.

Display PP6.9 - Will They Listen?

TRANSCRIPT

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Jacob: Emelia, Jackson and I are still really mad at each other. I don’t know what to do. I think I have to be the one to talk to them first, but will they listen? I need to really think about this. We can talk again once I have decided.

See you soon!

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Lesson 7 To the Point



• Identify risks and consequences of carrying a knife • State when it is legal and illegal to carry a knife • Consider the effects of drug and alcohol use in risky behaviour • Identify resistance strategies which may be useful

Preparation • Review the lesson plan. • Review the school policy on weapons

Resources • Student workbooks and name cards • Presentation and videos • Teacher web support at www.lifeskills-education.co.uk

Key Terms Knife - article made up of a blade fixed into a handle, used for cutting or as a weapon Bladed or pointed object – any object that is or has been made or is sharpened and can be used as a weapon: this does not always have to be a knife.

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Activity 1 DARE Box / review 5 Minutes

Activity 2 Opening Story: A Dangerous Game 2 Minutes

Activity 3 Knife Crime: The Facts 20 Minutes

Activity 4 Resistance Strategies 20 Minutes

Activity 5 DDMM Practice: Jacksons scenario 8 Minutes




Answer questions from the DARE Box.

Facilitate a review of the previous lesson, ask the students to recall what they learned and how they have practiced this since the last lesson

Ask them to give their examples as follows:

• ‘To improve the effectiveness of my communication I need to…’

Display PP7.1 – Learning Intentions


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Activity 2 – Opening Story: A Dangerous Game (2 Minutes)

Let’s see what the DARE Crew are up to this week. Watch the video closely and see what is happening, there will be a discussion and some questions afterwards.

Display P7.2 – A Dangerous Game

TRANSCRIPT

Hi – Jackson here.

Today Naz and I were fed up, and decided to go and hang around by the shops where there is a bit of rough ground.

We had been there a while on our own and were a bit bored to be honest. We were going to leave but a group of older teens came over to us and started talking. They offered us a cigarette but we didn’t take it; they seemed pretty nice so we got chatting to them. We spent some time talking about a whole load of things and just messing about in general.

After a while, one of them started playing about with a small knife, showing it off and throwing it into the grass. She wanted to have a competition and started to see how close she could get it to different things, including her feet – then she asked us if we wanted a try. It was a bit scary and a bit exciting too, I had never done anything like that before. I had a go but found it quite hard to do but thought it was good. Naz just watched – she was too scared to have a go and looked as though she wanted to leave and tried to get me to go with

Decision Making Peer Pressure Responsibility Effective Communication Risks Consequences

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her – I said ‘Oh come on Naz - really?, Don’t be a baby - let’s stay, it’s better than being bored’.

Facilitate a discussion:

• What was happening in the video? • What were Naz and Jackson thinking and feeling? • What do you think the risks are in this situation, if any?

Display PP7.3 Knife – Article made up of a blade fixed into a handle used for cutting or as a weapon.

Activity 3 – Knife Aware: The Facts (20 Minutes)

Display PP7.4 – Knife Aware – The Facts

Refer the students to the ‘Knife Aware – The Facts’ worksheet and ask them to work quietly by themselves, reading through and underlining anything they don’t understand. Support their work throughout at each table, ensuring that the most pertinent queries are saved for the whole class discussion at the end.

Facilitate a discussion based on the student’s questions at the end of their reading time. Ensure all of the information is covered fully and that the class are aware of all the important facts about the law and risks and consequences in respect of carrying a knife. Reassure the class that carrying a knife is not the norm and that there are many

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people working in a number of different areas to make things better in respect of knife crime. Ensure that they know where to get help and support.

Activity 4 – Resistance Strategies (8 Minutes)

Resistance Strategies

Inform the students that there are a number of different ways of dealing with risky situations and we will look at some of these now. The key term Resistance was covered in lesson 1 and is in the glossary.

Display PP7.5 - Resistance: To oppose, withstand or avoid something.

Refer students to the Resistance Strategies page in their student workbooks.

Responsibility

Display PP7.6 – Resistance Strategies

Lead the whole class through the various strategies and their definitions. Embed understanding by asking volunteer students to model the resistance strategies with you.

• Strength in numbers: Hang around with people you know and trust.

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• Avoid a risky situation before it happens: Stay away from people or places if risky or anti-social behaviour is likely to take place.

• Change the subject: Reduce the possibility of conflict. • Refusing while giving a reason or excuse: Make your refusal

effective. • Walk away: Walk away from a risky situation when you

realise you don’t want to be there.

Facilitate a discussion of how best to RESPOND in particular situations, the risks and consequences of some of the responses, and why it may be difficult at times to make a safe and responsible choice. Ensure students understand that their response can change depending on how risky a situation is.

Ask them to discuss in small groups which they think might have been an appropriate strategy for Naz and Jackson to use in this scenario, and why.

Activity 5 – DDMM Practice: Knife Scenario (20 Minutes)

The situation with Naz and Jackson has now moved on – refer the students to the workbook to and tell them that they are once again going to practice using the DDMM.

Display PP7.7 – Jackson’s scenario worksheet

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Scenario

Another of the gang, who was also drinking from a bottle of cider, then showed us a much bigger knife tucked into his waistband. He said he carries it to feel safe and he looked real scary. I bet no-one dares mess with him. He asked us if we wanted to hold the knife but Naz got scared and ran off and left me there with them.’

Ask the students to turn to their workbooks and look at the scenario.

Ask for volunteers to read the scenario and also to read out the DDMM and to recap its meaning.

Working on tables or DARE teams, ask the students to work through the scenario using the DDMM to decide what Naz should do. Students will need to fill in the ASSESS, RESPOND and EVALUATE sections. Support their work throughout at each table.

During feedback with the students ensure that students are aware of the following:

Display PP7.8 Bladed or pointed object – any object that is or has been made or is sharpened and can be used as a weapon: this does not always have to be a knife.

Examples here include – compass, scissors etc.

Stress Decision Making Peer Pressure Responsibility Effective Communication Risks Consequences

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Lesson review – ask the students to turn to the lesson review in their workbook and ensure that the following 3 tasks are completed before the next lesson –

Why might a young person decide to carry a knife?

• • •

If a young person carries a knife they are at risk of…

• • •

The majority of young people do/do not carry knives (cross out one)


Key terms - Knife, Bladed object

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Display PP7.9 – A Good Decision

TRANSCRIPT

Jackson: Wow, that was really scary and I didn’t know what to do when Naz left. I know that boy said you are safer with a knife but when I saw my house I knew that I had made the best decision to keep myself safe. Thanks for helping out. Bye.


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Lesson 8 More than Just Talk


Learning Intentions Students will be able to: • Recognise and demonstrate non-verbal communication • Recognise and demonstrate effective listening techniques

Preparation • Review the lesson plan.

Resources • Student workbooks and name cards • Presentation and videos • Teacher web support at www.lifeskills-education.co.uk

Key Terms Non-verbal Communication: Physical actions or body language that show what we are thinking or feeling

Effective Listening: Showing the other person through verbal and non-verbal communication that you are paying attention

Empathy: Understanding how other people feel Resistance: To oppose, withstand or avoid something

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Activity 2 Opening Story: Putting Things Right 5 Minutes

Activity 3 Non-Verbal Communication 15 Minutes

Activity 4 Effective Listening 20 Minutes





Facilitate a review of the previous lesson and check out their understanding of Knife awareness.

• Why might a young person decide to carry a knife?

• If a young person carries a knife they are at risk of…

• The majority of young people do/do not carry knives (cross out one)

Reiterate that carrying a knife does not keep young people safe. You are more likely to get injured if you carry a knife.

Responsibility Knife Aware

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Ask for a volunteer to read these out

Activity 2 – Opening Story: Putting Things Right (5 Minutes)

Remind the class about when we saw Jacob a couple of weeks ago. He became angry with Emelia and Jackson and he didn’t manage the situation very well.

Jacob said he wanted to communicate with them to resolve the argument. Do you think he did talk with them or is he still trying to figure out what to do? Let’s see…

Confident Communication Stress

Display PP8.2 - Play presentation ‘Putting things Right’

TRANSCRIPT

Hello again it’s me – Jacob – how are you doing? Remember a couple of weeks ago when I was at the youth club and I stormed out? Well after talking to my Gran and listening to your advice, I could see the mistakes I made.

I listened carefully about how to communicate more confidently and thought I had learned everything but it seems there is a bit more I need to learn.

I have been thinking things over and wondering what to do about

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Emelia and Jackson.

I have decided to talk to them but I don’t really know where to start - I really miss hanging around with them and want to put things right. I feel a bit silly and embarrassed but am determined to be confident and sort things out (puts head in his hands)

But how can I get them to listen to me? (opens out his arms)

Responsibility

Facilitate a brief discussion - how Has Jacob decided to resolve the argument?

Possible answers: • He wants to talk with them • He wants to communicate effectively

What are the big questions he wants help with?

Possible answers:

• How to talk with them. • How to get them to listen

Activity 3 – Non Verbal Communication (15 Minutes)

How we say something and how we use body language is as important as the words we use.

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We are now going to look at non-verbal communication.

The purpose of this activity is for students to demonstrate using body language to communicate their feelings, emotions and thoughts.

Several times during this activity, students will be asked to pause, look at their classmates and observe their non-verbal communication.

Ask: What do you think we mean by non-verbal communication? Possible Answers: • Body actions or body language • How we are feeling or what we are thinking, regardless of the

words we say • Facial expressions

Summarise the discussion by providing the following definition -

Display PP8.3 – Non-Verbal Communication

Non-verbal communication: Physical actions or body language that show what we are thinking or feeling.

Non-verbal communication should match our words and actions.

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Ask: What examples of non- verbal communication have we seen from Jacob, Emelia and Jackson?

Possible answers:

• Pointing • Storming out • Glaring • Shaking head and walking away • Rolling of eyes

Task: Students are now going to have the opportunity to practice non-verbal communication by using body language and not words.

Ask the students to turn to stand and face a partner. Students then take it in turns to communicate without words each of the emotions as they are called out.

Pairs will then feed back to the whole class what they have seen and how they recognised the emotion.

Respect

Display PP8.4 - (click to reveal) for the following list of emotions.

Say: Show your partner what it looks like to be…

• Excited • Aggressive

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• Confused • Surprised • Scared

Ask what actions or expressions did you observe about your partner while they were using non-verbal communication?

Possible Answers:

• Frowns • Leaning forward relaxed shoulders eye contact • Eyes looking downward crossed arms • Shaking head • Raised eyebrows • Hand gestures

Non-verbal communication is important because it has a big effect on others and how they perceive us (ask the class ‘if a person is carrying a knife what do you think that this communicates, even without a word being spoken?’).

We should think about how our non-verbal communication makes other people feel and how it can be used to make our communication more effective.

We can often tell how other people are feeling based on their non-verbal communication and behaviour. We can use this to decide how to be effective when we communicate with them.

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Ensure that students are aware that eye contact and ‘a look’ can be enough to send a very strong signal to others.

Knife Aware

Activity 4 – Effective Listening (20 Minutes)

Today, we have been talking about non-verbal communication and we have previously talked about confident communication. Remember, communication goes back and forth and involves both speaking and listening.

We are now going to have an opportunity to understand how our listening skills affect others.

Display PP8.5

Effective Listening: Showing the other person through verbal and non-verbal communication that you are paying attention.

Empathy: Understanding how other people feel.

Task: Students should be asked once again to work with a partner. Assign students to be Person A or Person B and follow the steps below. Make sure that each student is not aware of the other’s role in this activity. Allow only 15 seconds for each topic (this needs to be accurately timed). There is no requirement to complete all of the examples, complete as many as time allows.

Responsibility

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Display PP8.6 to 8.13 for activity

DARE Officer introduces the activity by showing the students the list of topics to talk about

Step 1. Person A will select one of the topics listed and turn away from the screen.

Step 2. Person B is shown the instruction to ACT INTERESTED

Step 3. DARE OFFICER should click back to the topics.

Step 4. Person A talks to their partner about their chosen topic for 15 seconds whilst Person B adopts the listening style.

Repeat for listening all listening styles (ACT BORED, DIRTY LOOK/DISRESPECT, HAPPY AND CHEERFUL,) and then facilitate a discussion around -

• how students felt when they were trying to communicate • what behaviour did they detect by their partner? • the effect their partner’s behaviour had on them • how easy or difficult it was to be a poor or a good listener

To summarise, it is really important that we use our non-verbal skills to show that we are a good listener when communicating with people.

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Students are asked to share their thoughts on:

• How we can show someone that we are listening effectively in different situations, and that we empathise with them.

• What effect students can have on the teacher, with friends, parent/carers when their body language shows they are not effectively listening?

Volunteers are then selected to demonstrate to the class effective listening to one or more of the topics.

Facilitate classroom feedback and identify positive listening techniques and non-verbal communication.

Respect

Activity 5 – Closing Story and review (10 Minutes)

Display PP8.14 - Play presentation closing story ‘Learning to Listen’

TRANSCRIPT

Emilia: Jacob ended up talking with us and now we’re friends again. He was calm and he also explained why he needed to talk to Jack privately at the youth club because needed some help. Oh, and Jackson and I actually listened to him this time!

I feel bad that we fell out with him, now that I know how much body language can hurt someone’s feelings. It’s a bit weird how important body language is to show that you are listening, and that you are interested in what the other person is saying. And all of this started because Jacob wanted to talk to Jack about his problem.

Empathy Effective Listening

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I think we could have helped by listening a bit more.

You have heard that Jacob wanted to talk to Jack and Jackson thinks he and Emelia should have been more helpful to Jacob by listening to her properly.

Next week you are going to interview a partner in class about a time in their life when someone has helped them. E.g., helping them to complete a task, by being a good friend, giving advice, standing up for them.

You will then be interviewed about a time in your life when someone has helped you. Refer students to the My Interview pages of their student workbook. Next week they will be using the 5W’s to find out as much about their partner’s story as possible.

Note: Their workbook should not be completed at this stage.

Support Network Respect Empathy Confident Communication

In preparation for that interview, ask the students to turn to the Lesson 8 review in their student workbook.

• ‘Write down details of an occasion when you have been helped by someone else.’

• ‘To effectively interview and be interviewed by my partner in

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Lesson 9, I must use the following communication, non- verbal communication skills.’

Refer the students to the Glossary Page in their student workbooks and ask volunteers to identify the key term definitions from lesson 8. You may ask them to write ‘8’ after each key term to denote the relevant lesson.

Key terms: Non-verbal communication, Effective listening, Empathy.

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Lesson 9 Becoming a Good Citizen



• Practice effective communication skills whilst interviewing another and being interviewed • Recognise the benefit of giving and receiving help • DEFINE a ‘good citizen’ and apply good citizenship to a scenario • Consider the facts and health effects of solvents and new psychoactive substances • Commence preparation of the DARE Report

Preparation • Review the lesson plan. • Familiarisation with the drug fact sheets in the student workbook and undertake additional

research as appropriate. • Identify to teacher the need for time to be allocated for the writing of DARE Reports

Resources • Student workbooks and name cards • Presentation and video • Teacher web support at www.lifeskills-education.co.uk • Visit www.resolv.org • Talk to Frank website at www.talktofrank.com

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Key Terms Good Citizen: A person who acts responsibly by helping others or making a contribution to the community

Solvent: A wide range of glues, gases and aerosols which people inhale to get high

New Psychoactive Substances: A drug containing chemicals which have similar effects to cannabis and some other drugs. All now illegal.



Activity 2 My Interview 15 Minutes

Activity 3 Becoming a Good Citizen 7 Minutes

Activity 4 Hanna’s Story: Trying to be a Good Citizen 3 Minutes

Activity 5 Solvents and NPS: Facts and Health Effects 20 Minutes

Activity 6 Preparation for DARE Report / Review 10 Minutes

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Answer selected questions from the DARE Box.

Facilitate a review of the previous lesson on communication and listening.

• In our previous lesson last week, what did we mean by the term non- verbal communication?

• Why is it important to use effective listening skills when we communicate?

Display PP9.1 - Learning intentions


Activity 2 – My Interview (15 Minutes)

Today there is no introductory story.

Students are going to undertake a short interview with a partner about a time when someone has helped them. The process will then be reversed with them being the interviewee. Ensure that pairs of students are identified.

Direct students to the ‘My Interview’ page of their student workbooks and read out the instructions at the top of the page.

Emphasise the need for them to obtain as much information as possible about their partner’s story. If appropriate, introduce them to the concept of ‘open questioning’.

Respect Empathy Confident Communication

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Advise students to prepare for being interviewed by referring them to the notes they have made in the Lesson 8 Review:

• ‘Write down details of an occasion when you have been helped by someone else.’

• ‘To effectively interview and be interviewed by my partner in Lesson 9, I must use the following communication, non- verbal communication, listening skills and empathy.’

Direct the student pairs to commence the first interview. Monitor the progress of the activity to ensure the interview is progressing, information is recorded with correct grammar, punctuation and spelling in the student workbook and that students stay on task. Once the first interviews are complete, students should undertake the second interview.

When both interviews are complete ask students to share details of their interviews.

Facilitate a discussion about:

• How students found the experience of interviewing and being interviewed

• What communication and listening skills they used during the interviews

• How effective they feel they were in obtaining as much information as possible from their partner and recording it.

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Activity 3 – Becoming a Good Citizen (7 Minutes)

In your interviews today, you talked about a time when someone has helped you. Sometimes we use the term good citizen to describe people.

Refer students to the ‘Good Citizen jigsaw’ in their student workbook. Working in DARE teams/small groups, ask them to draw or write in the jigsaw with examples or definitions of what the term good citizen means to them. Then ask for feedback from the groups to the whole class.

Display PP9.2 – Good Citizen

Good Citizen: A person who acts responsibly by helping others or making a contribution to the community.

Compare this definition with that proposed by the students.

Ask them to provide examples of Good Citizens they know.

Ask the students for examples of people or behaviour this would not cover e.g. those committing crime, poor behaviour at school.

Respect Being Different

Ask:

• Why do people help others? • Why do you think helping others is important? • How does it feel to help someone and to be helped?

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• How did you decide the best way to help?

Inform the students that someone who is a good citizen may not help a specific person, but does something positive for their school or community as a whole. E.g., picking up litter, volunteering to be a mentor to younger students at school. It may be a relatively minor action.

Activity 4 – Hanna’s Story – Trying to be a Good Citizen (3 Minutes)

Now let’s look at an example of how Hanna tried to be a good citizen – but it wasn’t appreciated by everyone.

Display PP9.3 - Trying to be a Good Citizen

TRANSCRIPT

Hello, good to see you again. You’ve been talking about being good citizens. Well good luck because it’s not always easy. One evening last week I went to the park near my house. It’s really good; there are swings, a slide, climbing ropes, the lot. Oh, and an outdoor trampoline.

I was waiting for my friend and thought I would have a go on the trampoline to kill time. As I walked towards it, I saw something shining on the ground beneath the trampoline. I had a closer look and it seemed to be a small silver canister. Then I saw there were lots of them. There must have been about twenty but I didn’t know what they were. There were also some small colourful packets which

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looked empty.

Just then, I heard a shout and saw my cousin walking towards me. I showed her the canisters under the trampoline and we decided to tell someone so that it could be cleaned up.

Just then, two older boys who I don’t know walked towards us and asked what we were doing. I told them about the canisters and said we were going to report it. One of the boys got really angry at this and said. ’If you do you’ll be sorry. Typical girls, always poking your noses into things.’ So we walked off and now I’m not sure what to do.

I know younger kids use that park and might pick things up but that boy did scare me.

Respect Being Different

Activity 5 – Solvents and NPS: Facts and Health Effects (20 Minutes)

Students are now going to be introduced to substances which can be used as drugs to get high and are known as Solvents and New Psychoactive Drugs.

Display PP9.4

Solvent: A wide range of glues, gases and aerosols which people inhale to get high.

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Display PP9.5

New Psychoactive Substances: A drug containing chemicals that have similar effects to cannabis and some other drugs. All now illegal.

Working in pairs/small groups/DARE teams, ask the students to turn to the Solvents and New Psychoactive: Facts and Health Effects pages in their student workbook.

Ask them to read the ‘Facts and Health Effects’ pages and then underline any of the words, facts or health effects they do not understand. They should also fill in the word gaps. This will ensure that the level of discussion and information provided is initiated by the students and will assist in tailoring the activity to meet their specific needs.

Students feedback and the facilitator confirms and clarifies any words, facts or health effects, expanding as appropriate with further supporting information, depending upon the existing knowledge and awareness of the group.

Display PP9.6 - Solvents and New Psychoactive Substances Facts and Health Effects

Emphasise the following key facts:

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• Domestic household products, which contain poisonous solvents or volatile chemicals, can be found in the home and are safe when used for a purpose for which they were made.

• If misused they can be harmful o There are labels on aerosols and other

harmful substances to warn us of their dangers and instructions about how to use them carefully and safely.

o They should be used responsibly: the directions for use followed, stored in a safe place and out of reach of young children and kept in the original container

• Some people use volatile substances as a drug - deliberately inhaling them to get high. This is very dangerous

• The emergency action they must take if they think someone has deliberately inhaled a volatile substance as a drug and is drowsy or unconscious

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Ask students to consider and share:

• How the information on solvents and new psychoactive drugs provided has affected their view of what Hanna should do. i.e. report the presence of the canisters or not?

• How would they describe the attitude of the older boy and how might it affect what Hanna decides to do. i.e. was he mean, bullying and was it a hate incident or crime?

• Considering the various risks and consequences, and considering how you have used the DDMM in past scenarios, what advice would they give to Hanna?

Decision Making Responsibility Being Different Communication

Activity 6 – Preparation for DARE Report and Review (10 Minutes)

Display PP9.7 - Farewell from Lucas and Friends

TRANSCRIPT

LUCAS: There’s been lots of discussion about helping others and being a good citizen. And as Emelia has shown us, it’s not always easy. (Emilia nods eagerly) So what did you all do this week to help others? I’ve taken my nan’s dog Scooby for a walk because she can’t walk very far.

Jackson: I’ve volunteered to help decorate the stage for the school play.

Naz: I helped my sister with her homework.

Emilia: I made my dad his cup of tea.

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Jacob: I’ve joined the school council. And next week were going to be talking about the dangers of carrying knives.

Hanna: And I stood up for a friend by telling the teacher she was being bullied.

Lucas: Well done everybody.

Emilia: Now there’s one thing we all have to do.

Lucas: That’s right Emilia – Our DARE report.

Naz: Let’s think about all the things we’ve talked about.

Hanna: There’s been so much!

Jacob: And it’s been tough at times

Jackson: Really tough – but fun too!

Lucas: Well we’d better get started then. Good luck!

GETTING READY FOR YOUR DARE REPORT.

Say - Let’s take a few minutes to review some of the information and skills we have been learning in our DARE class.

What are some of the things that we have discussed?

PP9.8 – A look back at our DARE Programme

Engage the students in a discussion about what they have learned

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throughout the programme. They should try to identify from the picture key learning points and mark them in their workbook. Use the time to ask for examples of what the students have learned.

Say: You are going to write a short report that describes what you have learnt. This w i l l also help you to reflect what you are going to do to ensure that you make safe and healthy choices for yourself.

Ask the students to turn to the page entitled ‘A Format for Your DARE Report’ in their student workbook. Discuss briefly each of the points and check for understanding of what the students are to do. They should be advised to jot down on the rough draft pages the points that they want to be sure to include in their DARE Report.

N.B. This should be looked upon as an opportunity for a literacy exercise and so students should be advised of the importance of legible writing, correct grammar, punctuation, use of paragraphs and descriptive words in the final report.

The students are to complete the report with teaching staff, in time for Lesson 10 as a part of their literacy work; volunteers will be asked to read out their reports. The DARE reports may also form a part of the school’s graduation ceremony.

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If the class has a standard format that is used for writing reports, please adjust this activity accordingly.

Review this lesson by referring the students to the Glossary Page in their student workbooks and ask volunteers to identify the key term definitions from Lesson 9. You may wish them to write ‘9’ after each key term to denote the relevant lesson.

Key terms: Good Citizen, Solvents, New Psychoactive Substances

Facilitate a discussion of the main concepts in today’s lesson.

Now ask the students to turn to the Lesson 9 review in their student workbook. Ensure that they understand the meaning of a ‘pledge’. i.e. a promise, undertaking, commitment or vow.

• ‘Three things I pledge to do to become a Good Citizen’

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Lesson 10 My Support Network



• Consider and answer questions relating to solvents and New Psychoactive Substances • Identify people in your lives you can go to if you need help • List sources of help and support • Review and reflect on what has been learned in the programme

Preparation • Review the lesson plan. • Discuss with teacher the planning of the post-programme evaluation (if appropriate)

Resources • Presentation • Student workbooks and name cards • Teacher web support at www.lifeskills-education.co.uk • Display sheets - Appendix 3 (A, B, C)

Key Terms Support network: A person, group of people or an organisation you can go to for advice, information, help, encouragement, protection, or guidance

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Activity 1 DARE Box / Review/Team Quiz 20 Minutes

Activity 2 Support Networks 20 Minutes

Activity 3 Review 20 Minutes



Answer selected questions from the DARE Box.

Display PP10.1 Learning Intentions

Facilitate a review of the previous lesson by asking for volunteers to feedback their review of Lesson 9:

• ‘Three things I pledge to do to do to become a Good Citizen...’

A review will then be undertaken to determine their understanding of the Drug Facts and Information relating to Solvents and New Psychoactive Substances covered in Lesson 9.

Prior to the lesson, display each of the three sheets (A, B, C – see Appendix 5) in three parts of the room, allowing sufficient space for students to gather against them.

Refer the students to the ‘Solvents and New Psychoactive Substances On Your Feet Quiz’ page in their student workbooks. The Quiz will be


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undertaken as individuals. Then ask all students to stand and ask them the first question in the quiz. They should indicate their answer by moving to the appropriate corner of the room, A, B or C. They should take their student workbook and a pencil with them but should be instructed not to write in their workbooks until after the discussion on each question.

Ensure that once students have moved to their chosen corner after each question is posed, you ask them to explain their reasoning before providing the answer with reasons.

1. If you find someone who is unconscious through inhaling a solvent, you must a) Visit Talk to Frank b) Treat as an emergency c) Stay with the person until they come round.

Answer b) 2. To get the most accurate information on the dangers of sniffing

substances such as helium and nitrous oxide you should a) Visit Talk To Frank b) Talk to a responsible adult c) Ask a really close friend

Answer a) and/or b)

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3. The percentage of 11 to 15 year olds who have not inhaled household products to get high is a) Over 95% b) Over 70% c) 20%

Answer a)

Activity 2 – Support Networks (20 Minutes)

The people we go to for help are called our support network.

Display PP10.2 - Support Network

Support Network: A person, group of people or an organisation you can go to for advice, information, help, encouragement, protection, or guidance.

To ensure understanding of the definition, ask students to provide examples of :

• people they have recorded on the rear flap of their student workbook as Trusted Adults whom they can go to for help (e.g. father, best friend),

• groups of people (classmates, neighbours) and • organisations (police, childline, school) who are likely to be

in a young person’s support network.

Ask students to open their student workbooks to the ‘My Support Network’ page.

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Instruct them to:

Draw a picture of themselves or someone their age in the centre circle.

Write or draw in the remaining circles the different people, groups or organisations who can provide support to them when it is needed. They can add additional circle(s) if they wish.

Advise the students to try and identify a broad spectrum of people, groups and organisations in their support network, in what circumstances they may use this, and discuss which are appropriate sources of support for different issues.

Ask volunteers to share their support network details with the class.

Students have identified who they can go to for help. When asking for help it is important to remember the skills they have learned in the DARE programme.

Ask students to consider what skills they have developed during the programme to assist them:

• Use the DARE Decision Making Model so that they approach a person whom they trust and who is best able to help them in each situation.

• Provide accurate information on the help they require by using the 5Ws:

o Who needs the support?

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o What was happening in the situation/what type of help was needed?

o When was the help needed? o Where was the help needed?

o Why was the help needed?

• Practice effective communication skills when asking for help. If offered advice, use effective listening skills to make best use of that advice.

Inform students that they may well be in the support networks of other people. Working in pairs/small groups/DARE teams, ask students to identify whom they provide support to and how. Obtain feedback to the whole class.

Activity 3 – Review (20 Minutes)

Refer the students to the Glossary Page in their student workbooks and ask volunteers to identify the key term definition from Lesson 10. You may wish them to write ‘10’ after each key term to denote the relevant lesson.

Key terms: Support Network.

Last time Lucas and his friends visited us, they talked about all the things we have learned together. Now it is our turn to review all that you have learned.

The facilitator should then ask for volunteers to read out extracts from

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their DARE reports. As well as acting as a review of the programme, this may assist in the identification of students to read their DARE reports at the graduation ceremony.

This is an opportunity to identify examples of confident communication, non- verbal communication and effective listening skills. Constructive feedback on presentation skills can be provided to the volunteer students.

Direct students to complete the Student Questionnaire towards the back of their student workbook. They should be asked to share details of any personal learning objectives (as recorded in the Lesson 1 Review) the programme has not enabled them to achieve.

Inform the students that this knowledge will be reflected in their finalised DARE reports. They should take their student workbooks home and share with their family the key concepts they have learned about being safe and responsible individuals.

There is now an opportunity to discuss the final arrangements for the graduation ceremony and if necessary practice the student presentations and performances (e.g., role plays, songs).

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Appendix 1

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Not Stressed

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A Bit Stressed

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Very Stressed

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Appendix 2

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Supporting Information for Theft Lesson

Introduction.

This information is intended to be used to support colleagues should they get any relevant questions from students, or indeed teaching staff, when delivering the Theft option.

The actual legal wording has been included, and then interpreted for you, so you can think of how you could incorporate this into the lesson.

Basic definition of theft.

In law - A person is guilty of theft if he dishonestly appropriates property belonging to another with the intention of permanently depriving the other of it; and “thief” and “steal” shall be construed accordingly.

What this means is that at the time of taking property, belonging to another, if the ‘thief’ at that time intends to treat the property as their own and do with it what they wish, then the offence of theft is complete (apart from the following defences).

Example: a student brings a new pencil case into class. Another student decides they want to take that item, for themselves, and keep it. The owner of the pencil case is unaware of this, and would not have consented to the other student taking the case.

At the time the student takes physical control of the pencil case, coupled with the aforementioned thoughts, the offence of theft is complete.

Defences to Theft

There are some defences to theft - and it is for the ‘thief’ to prove the following

Law – the person needs to prove they had a legal right to take/possess the item.

Consent – the person needs to prove they thought the owner of the item would have consented to them having it.

Reasonable steps – the person would need to prove they took all reasonable steps to return the item to its owner.

Example: The student above finds the new pencil case. She is aware to whom the pencil case belongs to. She decides to keep the pencil case for herself, knowing whom the case belongs to. This would therefore be theft, as none of the defences are applicable.

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Sharing Music.

Linked to theft, is the illegal sharing of music, in whatever format.

Can I share my music with friends because I own the CD?

The fact that you purchased a CD entitles you to listen to the music all you want, but not to share that privilege with others. You can make a copy of the CD for yourself in case you damage or lose the original. You can rip the music from the CD onto your computer or laptop and convert the music to MP3 or WMA or other formats and listen to it on portable MP3 players or other devices. Your purchase of the music entitles you to listen to it pretty much any way you want, but you can’t give copies of it to friends or family. It’s not suggesting that you can't *play* the music when other people are around, but that you can't give them a copy of the music, in any format, to take with them when they leave.

https://www.lifewire.com/myths-about-copying-and-sharing-mp3s-and-cds-debunked-2487914

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Appendix 3

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Protected Characteristics

Illegal Act?

Hate Crime / Incident?

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Appendix 4

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Being Mean

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Bullying

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Hate Crime/Incident

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Appendix 5

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SINCE 1995 Lesson Notes · Activity 5 5 W’s of Reporting - 8 Minutes Activity 6 Closing Story and Review - 5 Minutes • Recognise and respect that all people are different and

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