Lesson number

Duration of Lesson

Class Size

Level

100 minutes

25 students

Year 9

Topic: Drug Education

Focus: Decision-Making/Risk Taking
Learning Domain Priority: Health Education
Learning Objective/s:
Understand the steps involved in decision-making
Ability to identify risks in certain situations and develop strategies to minimise harm

Learning Focus:
AusVELS Strands

Level:

Domains

Dimensions

Health and Physical

Health knowledge and promotion

Education
Key elements of standards to which lesson is focused
Compare and evaluate perceptions of challenge, risk and safety
Demonstrate understanding of appropriate assertiveness and resilience strategies
Analyse the positive and negative health outcomes of a range of personal behaviours and community actions
Equipment
Whiteboard and markers/Electronic Whiteboard
and laptop

Stage/Time

Tasks

Teacher Action

Stage 1

What is a decision?

Guided questioning

Introduction

Why is it important to make decisions? Quiz:

Ensure students have opportunity to

15 minutes

decision-making ability. A statement is

provide answers

displayed on the board, students write a yes or

Reinforce hand up when student has

no answer. Score is tallied to determine level of

contribution to make

decision-making ability.

Discussion of factors which may

contribute to decision-making ability

Stage 2
Body
20 minutes

Personality Style:
Logical Luke, Intuitive Ingrid, Paralysed Peter,
Fatalistic Francesca, Compliant Craig
Outline the 6 steps of decision-making
Read out a risk situation, students to work in
pairs to apply the 6 steps to the situation.

Outline each personality style

Students to write down an example of
each personality style they have seen
or demonstrated themselves
Who do you think is more in control of
their lives?
Which do you think will be more likely
to achieve what he/she wants? Outline
how each person may use different
styles in different contexts

30 minutes
Risk Statements: teacher reads out a risk-taking
situation.
Ask students for opinions on how risky the
situation is, what the consequences may be and
what they think they would do in the situation
Values Clarification
Set students up in groups of 5
Each group gets an envelope with cards inside;
statements, an agree, disagree and an unsure
card

Guided questioning
Avoid closed questions which can be
answered with yes or no

Move between groups to assist with

questions etc
Try to encourage a definite agree or
disagree and avoid putting them under
the unsure heading

Students work as a group to discuss each

statement and determine where to put it on the
agree-disagree continuum
25 minutes

Drug Triangle Activity

Students in groups of 3 receive a drug card an
individual card and an environment card. List
the harms that may result and discuss strategies
to reduce or avoid harm

Stage 3

Extra risk card given out. Discuss whether it is

now more or less harmful and if different
strategies are needed or the same ones can be
used
Recap of the lesson, ask summary questions of

Conclusion

lesson, e.g. name first step of the decisionmaking

5 minutes

process.

Stage 4

Each student to provide 1 thing they have learnt

in class today

Closure

Ensure the 3 cards create a realistic

scenario
Ensure the risk card relates to the
scenario and is realistic
Students to share

5 minutes

Reflection:
Were students able to apply the decision-making steps to a situation?

Did students work effectively in groups to determine risks and harm-minimisation strategies?