Lesson Overview

Unit: Empower ADHD Management Strategies (Lesson 1 of 10)
Duration: 45 minutes
Class Size: 1 student (1:1 tuition)
Age Group: Year 12 (16-17 years old)
National Curriculum Links:

• PSHE Education (Personal, Social, Health and Economic Education)
• Health and Wellbeing statutory framework (England, 2021)
• Mental Health and Emotional Wellbeing: Understanding mental health, reducing stigma, promoting resilience
• Development of Critical Thinking and Communication Skills (English Curriculum - spoken language)

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Learning Objectives

By the end of this lesson, the student will be able to:

1. Identify and challenge common myths about ADHD in the UK context, recognising how misconceptions can cause stigma (PSHE Education, Health and Wellbeing).
2. Explain the real-life impact of ADHD on daily functioning, including strengths and challenges.
3. Reflect on personal or observed experiences relating to ADHD and articulate these in a structured discussion format.
4. Recognise positive attributes and strengths associated with ADHD, framing it in a strengths-based perspective aligned with mental wellbeing promotion.

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Curriculum References

• PSHE Education (Health and Wellbeing, 3.3 Mental Health and Emotional Wellbeing):

  • Understanding physical and mental health, recognising and challenging stigma around mental health conditions like ADHD.
  • Developing strategies to manage mental health challenges in everyday life.

• English Spoken Language (KS5 - Year 12 focus):

  • Articulate ideas and arguments clearly and effectively.
  • Participate in discussions, respecting differing viewpoints.

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Materials Needed

• Whiteboard or notebook for mind-mapping
• Pre-prepared flashcards: "ADHD Myth" vs "ADHD Reality" statements
• Case study sheet describing a young person with ADHD
• Reflection journal or digital device for note-taking

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Lesson Structure

1. Starter Activity (5 minutes)

Purpose: Activate prior knowledge and set a thoughtful tone.

• Begin by asking:

  “What do you already know or have heard about ADHD?”

• Record initial thoughts as a mind map on the board/notebook, distinguishing between ‘Myths’ and ‘Facts’ where possible.
• Clarify that these initial impressions will be revisited after exploring more information.

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2. Direct Teaching & Informal Lecture (10 minutes)

Purpose: Present accurate ADHD information tailored to UK context.

• Share concise, evidence-based information on ADHD:

  • Neurological basis and prevalence in adolescents and adults.
  • Typical symptoms and how they vary (inattentiveness, hyperactivity, impulsivity).
  • Common myths (e.g., ADHD is not real, only affects children, related to bad behaviour).
  • Realities including impact on learning, social life, and executive functioning.
  • Strengths such as creativity, hyperfocus, problem-solving.

• Use flashcards for interaction: read "Myth" statements and ask student to reflect or respond before revealing the "Reality."

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3. Case Study Discussion (15 minutes)

Purpose: Personalise learning and encourage critical reflection.

• Present a UK-based adolescent case study highlighting daily life with ADHD (school, home, social settings).
• Facilitate discussion with prompts:
  • “What challenges does this person face?”
  • “What strengths and strategies can you identify?”
  • “Can you relate to any situations here, or do you know someone with similar traits?”
• Encourage student to express their perspectives, making explicit links between myths and actual experiences seen in the case.

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4. Strengths-Based Reflection & Affirmations (10 minutes)

Purpose: Promote positive identity and resilience.

• Guide the student to list specific strengths often associated with ADHD and relate these to themselves or people they know.
• Frame ADHD as a difference, not a deficit, supporting confidence and reducing stigma.
• Co-create 3 personalised affirmations (e.g. “My creativity helps me find unique solutions” or “Having ADHD means I think differently, which is valuable”).
• Record these affirmations in the reflection journal for ongoing reference in future lessons.

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5. Plenary & Assessment (5 minutes)

Purpose: Check understanding, set goals for future lessons.

• Revisit the starter mind-map, updating it based on what was learned.
• Ask reflective questions:
  • “Which myth surprised you the most?”
  • “How has your understanding changed?”
• Student to verbally summarise: What is one key reality about ADHD you will share with others?
• Set a personalised goal for the next lesson, e.g. exploring management strategies or self-advocacy.

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Differentiation and Personalisation for 1:1 Setting

• Adapt explanations and discussion speed to the student’s comprehension and interests.
• Use the case study that best matches the student’s lived experience or learning style.
• Integrate student’s preferred learning modality (visual, auditory, kinaesthetic) by using written notes, spoken discussion, or drawing mind maps.
• Allow extra processing time and scaffolding if needed during discussion or reflection.

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How This Lesson Meets National Curriculum Goals

• PSHE Education: Directly promotes mental health literacy and combating stigma, empowering young people with knowledge about ADHD aligned to safeguarding and wellbeing priorities.
• English Language: Develops oral communication skills through eliciting, articulating, and justifying views in discussion.
• Personal Development: Encourages self-awareness and resilience through identification of strengths and affirmations.

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Extension Ideas for Future Lessons

• Explore practical ADHD management tools (time management, mindfulness).
• Introduce self-advocacy and communication with educators.
• Investigate how to leverage ADHD strengths in further education or careers.

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Teacher’s Reflective Notes

• Observe and note emotional responses and any misunderstandings to tailor support in upcoming lessons.
• Reinforce the importance of confidentiality and respect when sharing personal reflections.
• Maintain a strengths-focused tone throughout to foster positive self-identity.

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This detailed, curriculum-aligned lesson plan offers a solid foundation for building empathy, understanding, and empowerment around ADHD for Year 12 learners within the English National Curriculum framework.