Overview

A dynamic 7-day programme designed for Year 6 pupils to explore drug and alcohol abuse through interactive role-play. This plan aligns closely with the National Curriculum for England’s PSHE requirements, specifically focusing on relationships, health and wellbeing, and decision-making.

---

National Curriculum Links

Relationships Education

• Pupils will understand how to recognise peer influence and resist negative pressure (H3: Health and Wellbeing – Taking responsibility for health and wellbeing).
• Recognise the impact of drugs and alcohol on the body and emotions (H2: Health and Wellbeing – Healthy lifestyles).

Health and Wellbeing

• Develop knowledge of safe and unsafe situations regarding substances (H7).
• Practise strategies for managing peer influence and pressure (H3).

Personal Development Competencies

• Decision making (managing risk)
• Empathy and communication skills
• Self-awareness and confidence building

---

Learning Objectives

By the end of this 7-day unit, pupils will:

• Understand the risks associated with alcohol and drug use specific to their age group.
• Identify different forms of peer pressure and develop resistance strategies.
• Demonstrate empathy by exploring diverse viewpoints in peer-pressure situations.
• Confidently role-play scenarios involving substance use and peer influence.
• Reflect critically on the consequences of choices made during scenarios.

---

Materials Needed

• Scenario cards (pre-written role-play scripts)
• Whiteboard and markers
• Reflection journals or notebooks
• Props (optional for role-play: hats, scarves, badges)
• Risk & consequence worksheets

---

7-Day Programme Outline

Day 1: Introduction to Substances and Peer Pressure

Duration: 30 minutes

• Introduce key vocabulary: peer pressure, substance, risk, consequence.
• Brief discussion about common substances (alcohol, vaping, cigarettes – age-appropriate content).
• Explain the project: role-play to explore choices and consequences.
• Group brainstorming: What is peer pressure? How does it feel?

Assessment: Verbal Q&A to check concept understanding.

---

Day 2: Exploring Peer Pressure Types

Duration: 30 minutes

• Present different types of peer pressure: direct, indirect, positive vs negative.
• Small group activity: identify peer pressure examples from short stories or scenarios.
• Reflection: How would you feel? What could you do?

Assessment: Children record one personal method to resist peer pressure.

---

Day 3: Introducing Role-Play Roles and Rules

Duration: 30 minutes

• Split class into pairs or groups of 3 (6 pupils total).
• Introduce 3 role cards per group: peer offering substances, peer feeling pressured, observer.
• Practice role-play etiquette: respect, listening, empathy.
• Mini-practice role-play without scripts, focus on body language and tone.

Assessment: Teacher observation checklist of readiness and engagement.

---

Day 4: Role-Play Scenario 1

Duration: 30 minutes

• Scenario: “At a family gathering, a cousin offers a drink.”
• Role-play followed by group discussion about characters’ choices and feelings.
• Link to health facts about alcohol impact at young age.
• Complete a worksheet on “Choices Made” and “Possible Consequences”.

Assessment: Completed worksheet; participation in discussion.

---

Day 5: Role-Play Scenario 2

Duration: 30 minutes

• Scenario: “Friends at school invite you to try vaping during lunch.”
• Role-play in groups, rotate roles so all try being ‘pressure giver’ and ‘resister’.
• Group feedback: What worked well in resisting pressure? What was difficult?
• Introduce refusal strategies: saying no, suggesting alternatives, walking away.

Assessment: Peer and teacher feedback; self-assessment in journals.

---

Day 6: Role-Play Scenario 3

Duration: 30 minutes

• Scenario: “Peer pressure in a park – some friends are smoking cigarettes.”
• Role-play and then deeper discussion on long-term consequences and health risks.
• Introduce the idea of personal values and how they guide decisions.
• Pupils write a short ‘Letter to Self’ expressing their commitment to safe choices.

Assessment: ‘Letter to Self’ writing task and group discussion notes.

---

Day 7: Reflection and Commitment

Duration: 30 minutes

• Recap all scenarios and main learning points.
• Create a “Peer Pressure Resistance Toolbox”: role-plays, strategies, personal feelings.
• Each pupil shares their favourite strategy or lesson learned.
• Final quiz game to reinforce substance facts and peer pressure skills (e.g., true/false, scenario questions).
• Close with a mindfulness exercise to foster confidence and self-awareness.

Assessment: Oral quiz participation and reflective sharing.

---

Differentiation

• Provide simplified role cards or support for pupils with additional needs.
• Challenge more confident pupils by asking them to create their own peer pressure scenario.
• Use visual and kinaesthetic props for pupils who learn best through doing.

---

Extension Ideas

• Invite a local health professional for a Q&A about substance misuse.
• Create a short class video of role-plays as a reminder and advocacy tool for younger pupils.

---

Teacher Notes

This programme uses experiential learning to solidify concepts relating to peer pressure and substance abuse. It emphasises pupil voice, empathy, and active decision-making skills — all vital for transformative PSHE education in line with statutory guidance.

By harnessing drama and reflective discussion, pupils become empowered to make informed choices and resist negative influences effectively.