Pupils who need support:

• Could use the Resource: Knowledge organiser when practising vocabulary during the lesson.
• Could rehearse sentence starters orally with an adult or in a small group before the paired task, for example: ‘I think this is safe because…’/’I think this is unsafe because…’, using one or two picture examples during the Main event.
• Could be encouraged to answer with an action plus one keyword (e.g. unsafe… chemicals) while the adult expands into a full sentence, modelling the cause and consequence language for them.
• Could be given extra prompts that point directly to the rule, for example: ‘Do we know what this is? If we do not know what it is, what do we do?’ to help them to remember: ‘If I don’t know what it is, I never touch or taste it’.

Pupils working at greater depth:

• Should decide whether some items are always unsafe or only unsafe without an adult, and explain their reasoning, for example: ‘An asthma inhaler can help one person’s body but it is unsafe for someone else to use it.’
• Could explain the difference between the right way and the wrong way to use something using cause and consequence language, for example: ‘The right way is when a trusted adult gives you your medicine. The wrong way is taking someone else’s medicine. The wrong way could hurt you because it is not made for your body.’
• Could generate one extra example of their own to fit each rule, such as thinking of another thing that looks like food but might be poisonous or another thing that helps when used properly but harms when misused.