What skills do we have to keep ourselves safe?

About this Guide

This Second Level guide will help you to create activities around the wellbeing indicator of Safe using the Healthy Lifestyles section of the Health and Wellbeing curriculum. Healthy Lifestyles combines the experiences and outcomes used in PSE benchmarks.

Suggested HWB Experiences & Outcomes

HWB 2-17a

I know and can demonstrate how to keep myself and others safe and how to respond in a range of emergency situations.

HWB 2-39a

I know that popular culture, the media and peer groups as well as my own attitudes and values can influence how I feel about substance use and recognise the impact this may have on my actions.

HWB 2-41a

I can identify the different kinds of risks associated with the use and misuse of a range of substances.

HWB 2-49a

I know that all forms of abuse are wrong and I am developing the skills to keep myself safe and get help if I need it.

Suggested Learning Intentions

  • To learn to develop skills to make informed choices.
  • To begin to understand what is meant by peer pressure.
  • To begin to identify impact of risk taking behaviour on life choices.

Suggested Success Criteria (I Can…)

HWB 2-17a

Discuss and demonstrate
different strategies I could use when faced with unwanted pressure.

HWB 2-39a

Explain what peer pressure is and how it can affect me.

HWB 2-41a

Identify the impact of risk taking on life choices and relationships.

HWB 2-49a

Explain my own rights and responsibilities in relation to abuse.

Suggested Learning Experiences

  • Peer Pressure – children to plan situations where someone is trying to persuade them to do something dangerous or a health risk – role play scenarios taking turns at being ‘persuader’ and ‘target’ Click on this link for drama suggestions. Encourage reflection about how it feels in both roles. This is a good opportunity to link to children’s rights – right to be listened to, express opinions and have views respected.
  • List/brainstorm all the people in their lives who influence their behaviour and what they do. Consider the kinds of things these people expect from you – is it acceptable / justified / safe / dangerous?
  • Make a class display to remind children of different ways/strategies to avoid ‘pressure’ situations.
  • Consider and write about choices they will have to make in the future and who or what may influence them.
  • Consider if peer pressure can ever be considered positive – if so, when and why?
  • Use books, films, adverts etc, to generate discussion about safety issues and how to manage them.
  • To extend the children’s knowledge and understanding about the impact of risk taking behaviour, use this fact sheet to play a game of  ‘True or False’.
  • Describe the various First Aid activities children can participate in and administer themselves. Encourage children to work in groups to practise these skills eg Hands on CPR, how to place someone in the recovery position.
  • Encourage outside agencies to get involved with aspects of drug education within the school eg local police officers, social workers, paramedics.
  • Pledge your support and help create a tobacco-free Scotland

Suggested Cross-Curricular Links

LIT 2-26a

Write different scenarios depicting pressures to conform and role-play possible outcomes/consequences of each – this may include possible responses to diffuse the situation; ways of dealing with the situation; who to ask for help if things go wrong; possible ways to avoid the situation entirely.

EXA 2-13a

Take turns at being the ‘persuader’ and the ‘target’ and discuss how easy or difficult they found it to resist the pressure – make a list of feelings words to describe how they felt in both roles.

Suggested Word Bank

  • Safe
  •  Unsafe
  •  Risk
  •  Care
  •  Danger
  •  Fear
  •  Scared
  •  Worried
  •  Secure
  •  Protect
  •  Harm
  •  Trust
  •  Help
  •  Community
  •  Consequences
  •  Outcome
  •  Dangerous
  •  Familiar
  •  Unfamiliar
  •  Pressure
  •  Influence
  •  Positive
  •  Negative
  •  Assertive
  •  Compromise