County Lines Impact

Lesson Overview

Duration: 60 minutes
Class size: 14 Year 12 students
Subject: PSHE
Topic: County Lines – History, Impact, and Contemporary Society
National Curriculum Reference:
- Personal Development (PSHE Education statutory guidance, DfE 2021)
- Relationship education and health education (KS4/16+ themes)
- DfE PSHE Education Programme of Study (Key Stage 5 outlines mental health, safeguarding, and crime awareness)

Learning Objectives

By the end of the lesson, students will be able to:

Understand the origins and historical context of County Lines in the UK
Analyse the social impact and continued presence of County Lines in modern society, with a focus on the Midlands
Discuss the safeguarding and legal concerns relating to County Lines, emphasising vulnerability and exploitation
Evaluate strategies for prevention, intervention, and support for affected individuals and communities
Develop critical thinking through peer discussions, raising awareness and empathy

(Aligned with National Curriculum PSHE aims: Developing understanding of risk, promoting safeguarding, understanding mental health and well-being, and law and democracy.)

Resources

Whiteboard and markers
Printed case studies/scenarios reflecting Midlands County Lines activity
Projector for timeline/history slides
Student notebooks or digital devices for note-taking
Safeguarding info leaflets (summary handout)
Sticky notes and pens for formative assessment

Lesson Structure

1. Introduction and Starter (10 minutes)

Activity: Icebreaker question: “What do you know about County Lines, and where have you heard about it?”
Tutor notes responses on whiteboard to establish baseline knowledge and possible misconceptions.
Brief introduction defining ‘County Lines’ - a form of drug trafficking involving urban gangs exploiting vulnerable people, primarily young, to move drugs from cities to rural areas and smaller towns.
Show a short timeline slide outlining the historical emergence from early 2000s to present day, highlighting factors such as urban deprivation, social inequality, and police response. (Include Midlands-specific data, e.g., Nottingham, Birmingham hotspots).

2. Core Teaching Input (15 minutes)

Explain the history of County Lines:
- Originated in the mid-2000s through urban gangs expanding drug territories beyond major cities.
- Use of mobile phone "lines" to communicate dealers and customers.
- Methods of recruitment, including grooming of vulnerable youth—children, those with social care needs, or from unstable families.
Expand on impact:
- Highlight County Lines influence on communities in the Midlands (e.g., Derby, Leicester, Birmingham).
- Social consequences such as increased knife crime, exploitation, human trafficking, mental health impact on victims and families, and community fear/stigma.
Break down safeguarding concerns and legal framework:
- Children Act 1989/2004 - duty to protect vulnerable young people.
- Modern slavery and exploitation laws.

3. Group Activity: Case Study Discussion (15 minutes)

Split class into 3 groups (~4-5 students each).
Provide each group with a Midlands-based County Lines case scenario (age approx. 15-17, victim profile, gang involvement). Include factual but anonymised details about recruitment, exploitation, and community impact.
Task: Analyse the case focusing on:
- How was the victim targeted and exploited?
- What social issues contributed?
- Potential risks for community safety?
- What agencies or support could intervene?
Allow groups to discuss for 10 minutes, then share key points with the whole class (5 minutes) to foster peer learning and empathy.

4. Mini Whole-Class Discussion (10 minutes)

Tutor facilitates a discussion prompted by:
- “How can local communities in the Midlands and beyond work to prevent youth involvement in County Lines?”
- “What role do schools and youth services play in safeguarding?”
- “Why is it important to understand vulnerability rather than criminalise young people involved?”
Encourage students to reference statutory safeguarding frameworks and community support mechanisms.

5. Plenary and Reflective Assessment (10 minutes)

Exit Ticket Activity:
- Students write on sticky notes:
  1. One new thing learned about County Lines history or impact.
  2. One question they still have or a personal reflection on how society can help.
Collect sticky notes for review.
Recap key learning points: history, social impact, safeguarding.
Signpost students to further support (school safeguarding lead, local youth services).

Differentiation and Inclusion

Scaffold support by providing vocabulary list on terms like “exploitation,” “safeguarding,” “trafficking.”
Visual timeline and case studies for varied learning styles.
Encourage quieter students to contribute via written notes or paired talk options.
Sensitive content handled with care; employ trigger warnings related to exploitation/abuse.

Assessment of Learning

Formative assessments via group discussions and plenary exit tickets.
Teacher observation of engagement and contributions during activities.
Post-lesson feedback to measure understanding and confidence discussing complex social issues.

Curriculum Links Summary

PSHE Education Statutory Guidance (2021): Developing understanding of risk, safeguarding vulnerable individuals, importance of health and wellbeing (mental and emotional), and responsible citizenship.
British Values: Promoting respect, tolerance, and understanding of societal harm caused by criminal exploitation.
Safeguarding: Aligns with Ofsted requirements for awareness and handling safeguarding.

Extension Opportunities

Invite a local youth service speaker or safeguarding lead for a follow-up talk.
Use anonymised real media reports from Midlands newspapers to research cases further.
Debates or role-plays on community responses to County Lines networks.

This comprehensive approach builds critical awareness, empathy, and practical understanding to empower Year 12 students as informed citizens able to engage safely and supportively with their communities.

Teaching Instructions