Y8 SRE- Summer HT5


1 Establishing ground rules To establish agreed ground rules for SRE lessons Starter: Ask pupils to read laminated ground rules


Main: Discuss with a partner, deciding which 9 are the most important

·         Place 9 most important into diamond 9

·         Discuss x3 groups top ‘ground rules’


Plenary: Create a class diamond 9 for SRE lessons (discussion behind why these rules have been chosen)

–          Laminated rules

–          Diamond 9 template

–          Pairings

2 Healthy and unhealthy relationships: What is a healthy relationship?


-To identify the key parts of a healthy relationship and the main forms of abuse

-To spot and explain the signs of abuse.

-To suggest why people sometimes stay in abusive relationships

-To advise people how and where to seek help


Starter: What are the ingredients of a healthy relationship? If you had to choose just one thing, what would it be and why?


Main: Go through each statement and indicate whether they agree/disagree using planner traffic light pages.  At the end – short discussion: what in this list is a healthy relationship? What is unhealthy? What is abusive?

-Discuss What is abuse?                What types of abuse are there? And watch https://www.youtube.com/watch?v=BYyB_FGV1GY


Using the video or the directed scenarios complete ‘Spotting the Red Flags’ activities:

In pairs: read the stories and discuss: -> What kinds of abusive behaviour were demonstrated? -> At what point did red flags appear which show that the relationship was becoming unhealthy or abusive? -> How could the situation have been avoided?

Individually: in your books, answer the following questions: -> Why might the people involved not leave the relationship? -> What could they do to seek help?


-As a class discuss what you can do if you suspect abuse in a relationship


Plenary: Reflection- What have I learnt? Complete these sentences in your books: This lesson made me think about… What I will remember in future is…




–          SRE books

–          PowerPoint

–          Internet connection

–          Stories and scenarios


3 Body image: Can we tell myth from reality when talking about sex and body image?


-To identify ways that the media and porn present bodies and sex

-To explain how these can affect people’s self-esteem and confidence

-To suggest how to respond to the pressures of the media and pornography, and explore your own values


Starter: Complete the questions: What do these two pictures suggest is ‘beautiful’? Is this different to what you think? How?


Main: Students write post it notes to stick under headings ‘Men’ and ‘Women’ on the board – what effect do these adverts have? What expectations do they give us? What messages do these tell us about sex and bodies? Are depictions of men and women similar?


Students to Discuss:

–          Are there equal expectations of men and women to look good?

–          Why are so many people unhappy with their bodies?

–          What role might pornography play in terms of how we view our body?





https://www.youtube.com/watch?v=xKQdwjGiF-s https://www.youtube.com/watch?v=Ei6JvK0W60I


-Pupils to complete ‘Myth or reality’ task


Plenary: What effects do these messages have on young people? Are there any positives?

–          SRE books

–          PowerPoint

–          Internet connection

–          Myth Vs Reality worksheets

4 Contraception: What is contraception?


-To know the meaning of ‘contraception’ and be able to list different types

-To explain how some contraceptive methods work

-To decide which types of contraception are most appropriate in different circumstances


Starter: List as many forms of contraception that you have heard of. Put a star by any that you can also explain (i.e. say how it works/what it does)


Main: Complete ‘fact or fiction’ quiz


-Follow PP information and then complete ‘Contraception: what types are there?’ activity

In pairs:

Ø  Use the information to complete your info page

Ø  Make it as clear as possible for others to use

Ø  When you are done, stick it up in the gallery

Ø  Do as many as you can in 20 minutes


Plenary: As a class, using your learnt knowledge, answer the following questions providing evidence: Which would be the best contraceptive…

•       To protect you from a Sexually Transmitted Infection?

•       If you are forgetful?

•       If you are allergic to latex?

•       If you are having sex for the first time?

•       If you have heavy periods?

•       If you are very overweight and a smoker?

•       You want to be protected for 5 years or more?


–          SRE books

–          PowerPoint

–          Internet connection

–          Contraception info leaflets

5 Sexually Transmitted Infections: What are STD’s? -To know what an STI is and how they can be transmitted

-To recognise different types of STI, their symptoms, effects and how to avoid them

-To judge how dangerous different STIs are


Starter: What is a sexually transmitted disease (STD)? What STDs / STIs have you already heard of, if any?


Main: Complete background slides information as a class.

-The most common STDs/STIs: An Introduction

Ø  Watch the video: http://sexperienceuk.channel4.com/videos/sti

Ø  Complete the notesheet as you watch


Pubic lice (purposefully left out of presentation to prompt deeper research):

Complete the three questions below: a) What are ‘crabs’ or ‘pubic lice’? b) How are they spread? c) What are the symptoms?

d) How is treated? e) How can you avoid getting them?


Plenary: Use your whiteboards to answer the questions relating to what you’ve learnt about STI’s/ STD’s this lesson:

•       Which STI can cause testicles to swell up and the penis to have a yellow/white discharge

•       Which STI can be spread by sharing towels/bedding/clothing?

•       Which STI can result in you becoming infertile?

•       Which STIs have no symptoms in women?

•       Which STIs can you get even if you use a condom?

•       Which STIs are incurable? (can’t be cured)



–          SRE books

–          PowerPoint

–          Internet connection

–          STI video note taking sheet

–          STI table

6 HIV, AIDS: What is HIV & AIDS, and how do I protect myself from it?


-To describe how HIV harms you and how it is transmitted

-To explain issues that people with HIV & AIDS might face

-To suggest ways of overcoming some of these issues


Starter: What do you see? What do you think they have in common?


Main: Discuss HIV/AIDS information as a class and complete True or False? quiz

•       Complete your ‘true or false’ sheets in pairs

•       Be ready to justify your choices


-As a class answer the following questions:

Do any of these surprise you?

Which statements caused the most discussion?

What have you learned about HIV?


-Watch the following clip (until 12:50) and take part in video bingo



Discuss & answer the following Q in your books: What could be done to reduce the discrimination faced by HIV & AIDS sufferers?


Plenary: RAG the following ICANs

I can …

Ø  Describe how HIV harms you and how it is transmitted

Ø  Explain issues that people with HIV & AIDS might face

Ø  Suggest ways of overcoming some of these issues



–          SRE books

–          PowerPoint

–          Internet connection

–          True/false quiz

–          BINGO cards

7 Sexuality: What do we mean by gender identity and sexual orientation?


-To define ‘gender’, ‘sex’ and ‘sexual orientation’

-To identify a range of different types of sexual orientation and gender identities

-To recognise the effects of homophobia and suggest how we can combat it


Starter: For each question, answer: Is this a girl or boy? Do you think this person is gay or straight? Explain your answers


Main: What is the difference between these three words (gender, sex and sexual orientation)? Students discuss meanings


-Complete key word matching exercise


-How do people your age use the word ‘gay’?



-In your books answer:

What effects does using homophobic language have on people?


Create a values line – agree / disagree across the classroom + discussion


Plenary: Complete the following reflection in your books:

Today, I learnt that…

It is / is not important that we learn about LGBT because…

–          SRE books

–          PowerPoint

–          Internet connection

–          Resources


KS4 ‘My Murder’- Summer HT5


Unit background

The factual BBC Three drama My Murder is based on the true story of the murder of Shakilus Townsend in 2008. This drama is based on actual events. Some minor characters have been created.

BBC Learning have produced a classroom clip that includes an actual news report that was broadcast, scenes from the BBC Three drama and an interview with Shakilus’ Mum. Watch the BBC Three My Murder classroom clip and use the teaching ideas and key questions to deliver PSHE lessons.

1 My Murder: What happened? To begin thinking about the events in the lead up to ‘Shakilus’ death’ and who was to blame Starter: Watch 2min 51 sec news report http://www.bbc.co.uk/schools/pshe_and_citizenship/mymurder/bbc_news.shtml  and complete speech bubble ‘initial thoughts’


Main: Read BBC Newspaper report ‘Dying teenager called for mother’ 4.7.08 http://news.bbc.co.uk/1/hi/england/london/7489039.stm

Discuss as a class:

–          Did Shakilus deserve this?

–          Why do you think Samantha went through with this?

–          Why is this described as a ‘senseless incident’?


Watch 17min38 sec ‘BBC Three My Murder Classroom Clip’ http://www.bbc.co.uk/schools/pshe_and_citizenship/mymurder/classroomclip/


Plenary: Think about the following questions for next lesson:

–          What do you think was the main motivation for this murder?

–          Could it have been avoided?

–          Internet connection/ projector/ sound

–          Student lesson 1 worksheet

–          BBC Newspaper report ‘Dying teenager called for mother’ 4.7.08

2 My Murder: Why? To provoke thoughts and opinions surrounding the events culminating in ‘Shakilus’ death’ Starter: Class discussion of last week’s reflection questions

–          What do you think was the main motivation for this murder?

–          Could it have been avoided?


Main: Read BBC Newspaper report ‘Stabbed boy’s parents thank woman’ 5.7.08


In full sentences independently complete questions below:

1.       Where was Shak killed?

2.       How was Shak killed?

3.       Who helped Shak? How did she help him?

4.       What is Shak’s stepmother’s view on knife crime?

5.       What did Shak’s father plan to do? Why do you think he does this?


Plenary: Watch Samantha’s monologue http://www.bbc.co.uk/schools/pshe_and_citizenship/mymurder/samantha/  and complete speech bubble: Why does Sam say she wants to be with Danny?

–          Internet connection/ projector/ sound

–          Student lesson 2 worksheet

–          BBC Newspaper report ‘Stabbed boy’s parents thank woman’ 5.7.08


3 Relationships: Bullying, power and respect To develop knowledge and understanding of healthy relationships

To know how to spot the signs of an unhealthy relationship

To be prepared to offer advice if you spot signs of an unhealthy relationship

Starter: Re-watch Samantha’s monologue if needed. Alongside ‘Info PowerPoint- lesson 3’ complete characteristics of a ‘healthy relationship table’and answer the Q: Is Danny and Samantha’s relationship healthy? Why?


Main: As a class, discuss:

–          Why does Samantha stay in the relationship?

–          What are Danny and Samantha’s attitudes towards each other?


Sex and relationships:

Task: In pairs, spend 5 minutes thinking about why someone under the age of 16 would have sex.

-Is a 15 year old capable of making a responsible choice to have sex? Is sex is a necessary part of a teenage relationship?


Plenary: What would you do if a friend was in a relationship which had several ‘unhealthy characteristics’?

·         What advice would you offer?

·         How could you support a friend to help them see that their relationship is unhealthy?

–          Internet connection/ projector/ sound

–          Student lesson 3 worksheet

–          Info PowerPoint lesson 3

4 Gangs: What is a ‘gang’? To develop knowledge and understanding of ‘what is a gang?’

To try and understand some people’s reasons for being in a gang


Starter: Complete Q’s- What is your perception of a ‘gang’? How does the media portray ‘gangs’? Key words that apply to ‘gangs’


Main: Watch Rugrat’s character monologue- gang culture http://www.bbc.co.uk/schools/pshe_and_citizenship/mymurder/rugrat/


In pairs discuss and formulate an answer to the following questions:

·         Why a young person might want to join a gang?

·         What might happen if they were not part of a gang and lived in an area where gang culture exists?

·         Do pupils think it would be difficult to avoid becoming involved in a gang? What might the alternatives be?


Plenary: How could your local community make you, as young people, feel more involved? Create a class top 3.


–          Internet connection/ projector/ sound

–          Student lesson 4 worksheet


5 Gang culture: Joint enterprise To develop knowledge and understanding of ‘Joint enterprise’

To know how to avoid becoming involved in joint enterprise



Starter: Watch Rugrat’s 2 min55 monologue- Joint enterprise http://www.bbc.co.uk/schools/pshe_and_citizenship/mymurder/rugrat/jointenterprise.shtml



– Can a person be responsible for their friends’ actions?

-What is the purpose of the Joint Enterprise law?


Main: Read BBC News report ‘Teenager’s killer ‘twisted knife’ 11.5.09 and ‘Prison for ‘honey trap’ murderer 4.9.09


Complete the following questions:

–          How could this be applied in a school setting e.g. The whole class being given a detention for being disruptive, when only half the class were involved. How might this feel for the different people and is it fair or unfair on the different parties?

–          How about bullying? How does joint enterprise link to this?


Distribute key questions (2 per pupil). Get them to think of a response to the question and then prepare to discuss with the rest of the class.


Plenary: Take a whole class vote on whether there should be a change to the school rules to reflect joint enterprise.


–          Internet connection/ projector/ sound

–          Student lesson 5 worksheet

–          BBC News report ‘Teenager’s killer ‘twisted knife’ 11.5.09 and ‘Prison for ‘honey trap’ murderer 4.9.09

–          Key questions

6 Gang culture: Weapons To develop knowledge and understanding of ‘knife crime’

To understand why and how people become involved in knife crime

To know some of the laws surrounding knife crime


Starter: Knife crime: Which fact shocks you the most?


Main: Read ‘facts about gang culture’ and answer: Do you think the fact that : ‘The law does not differentiate between carrying a knife for self-defence, or for the intention of doing harm’ is fair?


Read BBC News report ‘Exposing lies of honey trap girl’ 4.9.09. Choose which word you are going to focus on: deceitful/ manipulative/ cheating/ gang culture.

What evidence is presented to show Samantha acted in this way?


Plenary: Look at the sub-headings ‘made-up’ and ‘knife’ as a class.

–         Does it change your view on Shak’s death now you know he carried a knife?


–          BBC News report ‘Exposing lies of honey trap girl’ 4.9.09

–          Internet connection/ projector/ sound

–          Student lesson 6 worksheet


7 Gang culture: Respect To express a personal viewpoint on the key themes in the unit Starter: Watch Danny’s 2 min 08-character monologue http://www.bbc.co.uk/schools/pshe_and_citizenship/mymurder/danny/


Main: Complete a personal response to the big question: Do you think the length Danny is willing to go in order to get respect is justified?


Think about:

–          Why might it be important to Danny that people look up to him?

–          He says he’d have been left ‘looking like a fool’ if he hadn’t of acted

–          He has a ‘reputation to uphold’

–          He says sometimes ‘you have to disrespect to get respect’


Plenary: Do you think the gang’s prison sentences were fair?

–          Internet connection/ projector/ sound

–          Student lesson 7 worksheet


Curricular links:

PSHE: Personal wellbeing

1. Key concepts

1.2 Healthy Lifestyles

b. Understanding that physical, mental, sexual and emotional health affect our ability to lead fulfilling lives and that there is help and support available when they are threatened

1.3 Risk

a. Understanding that individuals need to manage risk to themselves and others in a range of situations

1.4 Relationships

a. understanding that relationships affect everything we do in our lives

c. understanding that relationships can cause strong feelings and emotions

2. Key processes

2.2 Decision-making and managing risk

d. use strategies for resisting unhelpful peer influence and pressure, assessing when to use them and when to get help

2.3 Developing relationships and working with others

b. recognising their rights and responsibilities and that their actions have consequences

3. Range and Content

f. characteristics of positive relationships and awareness of exploitation in relationships and of statutory and voluntary organisations that support relationships in crisis

j. the power of prejudice, bullying and discrimination and racism and the need to take the initiative in challenging this …. and giving support to victims of abuse



1. Key concepts

1.1 Democracy and justice

a. weighing up what is fair and unfair … understanding that justice is fundamental to a democratic society …. the role of law in maintaining order and resolving conflict

1.3 Identities and diversity: living together in the UK

a. appreciating that identities are complex, can change over time and are informed by different understandings of what it means to be a citizen in the UK

d. exploring community cohesion and the different forces that bring about change in communities over time.

2. Key Processes

2.1 Critical thinking and enquiry

Students should be able to:

a. question and reflect on different ideas, opinions, assumptions, beliefs and values when exploring topical and controversial issues and problems

b. research, plan and undertake enquiries into issues and problems, using a range of information, sources and methods

c. interpret and analyse critically sources used, identifying different values, ideas and viewpoints and recognising bias

d. evaluate different viewpoints, exploring connections and relationships between viewpoints and actions in different contexts (from local to global).

3. Range and Content

The study of citizenship should include:

a. political, legal and human rights and freedoms in a range of contexts from local to global

b. the roles and operation of civil and criminal law and the justice system




Examples of work for Modern Britain