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Learning Objectives

• Understand attendance rules and the link to safety

• Know who safeguarding staff are and when to go to them

• Recognise unsafe behaviours or risks around school

• Reflect on how to make safer, more responsible choices

Connect (5 minutes):

Slide: “Why Are We Here Today?”

• Pose 3 quick questions:

• Why does attendance matter?

• What does "safeguarding" mean?

• Who keeps us safe in school?

Activate / Demonstrate (25 minutes): 

Attendance Quick-Fire Quiz (5 minutes)

• Use Slide 7 and the X1.1 worksheet
  
  

• Learners answer questions on key attendance facts (e.g., registration times, consequences of absence)
  
  

Safeguarding Scenarios (10 minutes)

• Use Slides 9 and 19–23
  
  

• Learners work in pairs or groups to respond to realistic safeguarding situations
  
  

• Discuss who to tell, what actions to take, and the importance of speaking up
  
  

Risk Spotting (5 minutes)

• Use Slide 17 and custom images or printed worksheets
  
  

• Learners identify potential hazards in school environments
  
  

• Encourage Year 11 learners to analyse risks in more depth
  
  

Discussion / Teacher Input – Being Responsible (5 minutes)

• Use Slide 16
  
  

• Reinforce the importance of following rules, listening to staff, and making responsible choices

Consolidate (5 minutes): 

Exit Ticket / Reflection (final 5 minutes)

• Use Slide 18
  
  

• Learners individually respond to prompts:
  
  

• One thing I learned about attendance is...
  
  

• I now know I can talk to...
  
  

• I will make safer choices by.

X1.1 - Being Present, Being Safe, Being Responsible 

X1.1Attendance Multiple Choice Quiz 

Learning Objectives

• Know what drugs are and identify examples
  
  

• Understand the risks and legal status of ketamine
  
  

• Recognise peer pressure and practice refusal strategies
  
  

• Know where to go for help and why asking for support is okay
  
  

Connect (5 minutes):

Slide: “Why Are We Here Today?”

• Pose introductory questions:
  
  

  • What do you think when you hear the word “drugs”?
    
    

  • Why do some people try drugs, even knowing the risks?
    
    

• Share 1–2 real, age-appropriate but impactful facts about ketamine or youth substance misuse to grab attention
  
  

Activate / Demonstrate (25 minutes):

Risk Sort Activity (7–8 minutes)

• Use Slide 10
  
  

• Learners work in groups or pairs to categorise substances as:
  
  

  • Safe/Low Risk
    
    

  • Unsafe/High Risk
    
    

  • Illegal/Very Harmful
    
    

• Encourage discussion on what makes a substance “risky” and how society classifies drugs
  
  

Peer Pressure & Saying No (5 minutes)

• Use Slide 12
  
  

• Teacher-led discussion on why learners might feel pressure to try substances
  
  

• Model and practise assertive refusal strategies: saying no, walking away, seeking help
  
  

Myth or Fact? (7 minutes)

• Use Slide 14
  
  

• Class or paired voting activity where learners decide if statements about ketamine or drugs are myths or facts
  
  

• Review and explain answers, debunking common misconceptions
  
  

Support & Help-Seeking (3–4 minutes)

• Use Slide 16
  
  

• Highlight school-based and external sources of help (e.g., safeguarding staff, Talk to Frank, CAMHS)
  
  

• Reinforce the message: “You won’t get in trouble for asking for help.”
  
  

Consolidate (5 minutes):

Exit Ticket / Reflection

• Use Slide 17
  
  

• Learners individually respond to:
  
  

  • One fact I learned today was…
    
    

  • I now understand…
    
    

  • If I was worried about someone, I would…
    
    

Adaptive Teaching

• Year 9: Focus on identifying drugs and describing basic risks; use more structured questions
  
  

• Year 10: Encourage explanation of effects, social risks, and coping strategies
  
  

• Year 11: Promote deeper analysis of drug myths, legal implications, and long-term consequences

X1.2 - Drugs, Substance Abuse & Ketamine Awareness