Understanding Vaping Risks

Lesson Overview

This 40-minute lesson is designed for Year 7 students (ages 11–12) to explore the dangers of vaping, aligned with the National Curriculum for England’s PSHE education framework. The session fosters critical thinking and self-awareness about health choices by addressing vaping’s risks and empowering students to make informed decisions.

National Curriculum Links

PSHE Education Framework (2021)
- Health and Wellbeing
  - Key Stage 3 (Year 7)
  - “Learn about the importance of physical and mental health and the impact of substances, including nicotine and vaping products, on young people.”
  - “Develop strategies for managing influences and pressures that impact health.”
- Living in the Wider World
  - Recognise the influence of social media and peers regarding risky behaviours.

Learning Objectives

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

Explain what vaping is and identify why it is harmful, particularly for young people.
Understand the short- and long-term effects of vaping on physical and mental health.
Critically evaluate social/media influences promoting vaping.
Demonstrate strategies to resist peer pressure related to vaping.

Resources

Whiteboard and markers
Projector and screen
Pre-prepared slideshow with images and stats on vaping risks (age-appropriate and fact-checked)
Printed “Vaping Myth vs Fact” cards (for group activity)
Peer Pressure Role-play scenario cards
Exit ticket slips or an interactive quiz tool (e.g., Kahoot, if tech available)

Lesson Breakdown

1. Starter Activity (5 minutes)

Quickfire Mind Map: “What do you know about vaping?”

Ask students to shout out any words or ideas they associate with vaping.
Teacher writes key phrases on the board.
Aim: Activate prior knowledge and highlight common beliefs/misconceptions.

2. Introduction (7 minutes)

What is Vaping?

Show a brief slideshow defining vaping and how e-cigarettes work (no complex jargon).
Include statistics: e.g., % of young people who vape, recent trends, and concerns raised by health authorities.
Emphasise: Vaping involves inhaling nicotine, which is highly addictive, and other harmful chemicals.

3. Main Activity 1: Myth vs Fact Challenge (10 minutes)

Group-based card sorting

Divide class into 5 groups of 6 students.
Each group receives a set of cards with statements about vaping (some true, some false).
Groups discuss and sort into “Myth” and “Fact” piles.
Groups present one card each to the class explaining their choice.
Teacher clarifies and expands on key facts, correcting myths with emphasis on health risks and addictiveness for young people.

4. Main Activity 2: Peer Pressure Role-Play (12 minutes)

Distribute scenario cards describing peer pressure situations related to vaping.
In pairs or trios, students role-play how they could handle these situations assertively and confidently.
After role-plays, discuss as a class: Which strategies worked? How can students support each other?

5. Plenary: Reflective Exit Ticket (5 minutes)

Students write on a slip or submit digitally:
- One new thing they learned about vaping risks.
- One strategy they plan to use if offered a vape in the future.
Collect slips for formative assessment and teacher insight.

Assessment

Formative assessment through observation during group discussions and role-plays.
Exit tickets to gauge understanding and attitudes.
Teacher to identify misconceptions for follow-up in future lessons.

Differentiation

Provide printed definitions for English language learners or students needing support.
Allow more confident students to lead group discussions or explain facts.
Extend learning for higher ability students by briefly discussing nicotine addiction neuroscience in simple terms.

SMSC and British Values Integration

Promote responsible decision-making reflecting individual liberty and mutual respect.
Foster understanding of influences and pressures in a diverse social world (tolerance).
Encourage personal and social responsibility about health.

Teacher Notes

Keep tone supportive and non-judgemental; emphasise respect for choices but inform about risks.
Be sensitive to students who may have family members who vape or who might have experimented with vaping.
Encourage an open, honest classroom culture where students feel safe to ask questions.

This lesson equips young people with factual knowledge and essential life skills to resist unhealthy behaviours in line with statutory PSHE guidance. The interactive format engages pupils and supports healthy decision-making early in adolescence.

Teaching Instructions