Lesson 1: Cause and effect – lasting consequences

Learning objectives

For students to:

  • understand how some attitudes and behaviours can cause incidents
  • understand and explore the wide-ranging impacts of incidents on pedestrians, drivers, their family and friends
  • develop empathy.



Links to PSHE – 4c

English / Drama – 1.2, 2.1, 2.3, 3.1, 4.1, 4.3


Up to 60 minutes with extension as required.

An English and Drama lesson following on from the PSHE lesson Cause and Effect.

  • This lesson should ideally be used as a follow-on lesson from the PSHE lesson 3, Cause and effect.
  • Recap on the Cause and Effect activity with the students. What do they remember about what happened and the people involved?

The scenario explores an incident in which a boy, Josh, was rushing to catch a bus into town to buy a new computer game that was about to be released. Josh ran out in front of a car between two parked cars and as a result hurt his leg and forehead. The car driver wasn't speeding and hadn't been drinking, but wasn't able to stop as Josh appeared so suddenly. The driver was very upset, and worried that he had been distracted by singing to his baby. Josh wasn't able to play computer games for a long time after the incident, and missed the end of term school trip to a theme park. He made it to the end of school party, but on crutches with his leg in a brace, and with his mum having to drop him off in front of everyone.

  • Hand out a set of prompt cards to each pair of students. The prompt cards describe the different participants and suggest possible points to consider. These are to stimulate thought and students should be encouraged to think of other impacts that the incident could have on those involved. Students work in pairs to discuss these.
  • Tell students they are now going focus on one of the people involved in the incident and produce a piece of work that conveys the effect of the incident on that person. Try to ensure not all the students focus on the same person. You may wish to allocate roles to students.
  • This could be in many different forms. Ask students for some suggestions. They might suggest:
    • role play drama
    • video diary
    • podcast
    • poem
    • newspaper article
    • blog entry
    • radio interview
  • Write this on the board, and for each, ask the students to consider how they differ in style. For example, first versus third person viewpoints.
  • Students work on their piece of creative writing individually.
  • Ask students to swap their work with a partner, telling them first why they have chosen the form they have chosen.
  • Students report back to the class on their partner's work – what are the key points and how did the style of the piece affect their reaction to it?
  • Reflect as a class: what have they learnt about the lasting consequences of the incident on the individuals involved? Was Josh the only one affected?