Session 7:

Me in the world (part two)

Session overview

Continuing from last time, pupils will consider the processes involved in grooming. They'll explore how some individuals or groups can identify, target and access us, leading us towards potentially harmful outcomes. Again, this will firstly take the perspective of Marcus but then encourage pupils to think about their own situations and how these might put them at risk from people or groups intent on taking advantage for their own ends (e.g. gangs, CSE and radicalisation). 

A. Session aims & objectives

B. Learning outcomes

C. Terminology introduced

Example definitions of key terminology are included but, wherever possible, use pupils' own agreed descriptions as per previous sessions. 

TARGETING: A person selected as the aim of an attack - in this instance, someone that is sought out to be influenced, taken advantage of or exploited. 

DISILLUSIONMENT: Disappointment resulting from the discovery that something is not as good as it was believed to be. 

REWARD & RECOGNITION: Reward is a way of recompensing someone to motivate them to perform better. Recognition is a basic psychological process — we all want to be appreciated by others, and if you want someone to repeat a behaviour, you should positively recognise it immediately. 

D. Resources required 

Pupils handheld devices (eg iPads, Chromebooks)

❏ Checklist for Session Seven 

❏ Slide pack for Session Seven

E. Assessment opportunities 

In the plenary, pupils are asked to record what they have learned so far and what else they might wish to learn. This reflection is an opportunity to assess learning to date and pick up on any additional help pupils might need.

Starter activity: Session six recap

In the last session, we began to look at the meaning of 'grooming' and the different ways and opportunities people have to influence us. During this session, pupils will continue to look at the grooming process. 

Recap and review ground rules as a class. 

Discuss any rules created that worked well, together with any that didn't work – do they need to change? 

Make amendments if required. Either way, ensure that pupils understand why we have ground rules and why they are essential. 

ASK: (open question to pupils by teacher)

Ensure pupils pick up on the critical elements of the definition, stated below: 

Introduce Learning Outcomes for this session.

Activity one: Model of grooming 

This activity introduces a more detailed 'model' of grooming. This is intended to give pupils a breakdown of the distinct stages someone might go through when being targeted by another person and how they might go about it. 


We're going to look at ways in which someone might be groomed. We'll break this down into several stages to help us understand even more about how someone might try to influence us. 

Discuss each of the following stages and encourage pupils to reflect on each one, giving examples by referring to where they might have seen evidence of this in the story. 


Slides 2-7: Targeting; Disillusionment; Reward/Recognition 

Discuss the definitions with pupils to ensure they understand their meaning. 


Slide 8: Model of grooming 

Refer to Resource Sheet 7a - Model of grooming if more detail is required. 

NB: Teachers must be clear on these five elements of the grooming model. This will help them confidently talk through this sensitive and complex topic with language that pupils will understand. 


Slide 9: What are they trying to do? 

Discuss the slide as a summary statement of the grooming model. 

Activity two: Is Marcus being groomed?

In this activity, pupils will work together to better understand the stages of the grooming model. Looking again at the story, they will reflect upon things that Marcus' brother Karl and the group of older boys may have said, exploring how this fits within a model of being influenced or 'groomed'. This aims to help pupils understand how some people might seek to influence or even control them. 

Hand out Resource Sheet 7b: Is Marcus being groomed? 


Working in groups/tables, we'll now use the grooming model we looked at earlier to think about how Marcus is being influenced, making him act differently from how he perhaps wants to. 

Look back over the story and find examples that fit with the following statements, which correspond to the stages in the model: 

Use Resource Sheet 7b to record/note examples from the story. 

Note: Pupils might come up with different examples from those provided below - assuming they can accurately justify their views -  this is fine.

Marcus is identified and targeted

Marcus is made to feel disillusioned

Marcus is persuaded to think differently

Marcus (or others)
justifies negative behaviour

Marcus is rewarded / recognised
for his negative behaviour

Teaching Tip 

There are opportunities to link into other aspects of your curricula, e.g. CSE.
You may wish to signpost pupils to relevant support, such as the NSPCC or local agencies. 


It's not just other young people that may want to influence us. 


Draw out examples relating to: 


Companies/media that want us to buy things. What actions might they take? e.g. celebrity endorsements, convincing us that their product will make us stronger, thinner, more beautiful, etc. Relate this back to our need to belong. 


Often preceded by building (a false sense of) trust that may involve offers of 'gifts', 'protection' or 'status'. Again, these draw from our basic needs to survive, belong, gain a sense of power, etc. 


Manipulating our need to belong, those described as 'controllers' earn victims' trust quickly by making them feel loved and cared for, like part of a family. CSE victims often explain that the controller provided the love they were searching for. Controllers are highly adept at using psychologically coercive language and actions that engender trust and feelings of love or romance. 


Often follows feelings of disappointment that something is not as good as they thought it would be, i.e. a particular way of life. Therefore, an alternative way of life is presented. Furthermore, any means of bringing this about, including violence, are justified. Victims are made to feel that they are taking legitimate action or following a 'just cause'.


A set of (often male) behaviours associated with harm to society. For example, traditional stereotypes of men as socially dominant, along with related traits such as misogyny and homophobia, can be considered "toxic" due in part to their promotion of violence, including sexual assault and domestic violence. The violent socialization of boys often normalises violence, such as in the saying "boys will be boys" about bullying and aggression.

Activity three: Children's rights and British values

This last activity encourages pupils to use British Values and the UNICEF Rights of the Child as a basis for exploring how they can keep themselves safe and resist negative influences. 


We can all take steps to keep ourselves safe, firstly from being negatively influenced to do things we shouldn't, and secondly by committing to live by specific shared values and staying true to those values, no matter what. 


Slides 10-14: British values 

Ensure pupils understand each of the fundamental British values. 


• What are British Values? 


Slide 15: UNICEF Children's Rights 

Ensure pupils understand each of the articles listed. 


In pairs, pupils should consider how British Values and Children's Rights help them understand negative influence. If possible, they should also identify people they feel can help them stay safe or resist such influence. 



Pupils will now get the chance to reflect on their own learning journey so far, as well as any additional related learning they might wish to explore.

Teachers should take the opportunity to use this reflection and self-assessment to decide if any additional work needs to be done with pupils. 

Review terminology, any new language and key learning introduced today.

Let's briefly recap on how we got to this point. 

In tables, pupils should summarise the key things they have learned so far. They should avoid talking about events from the story, focusing on the concepts that discussions about the story have uncovered. 

Hand out Resource Sheet 7c: Our journey so far 

Ask pupils to nominate a spokesperson (to give feedback from their table at the end of the activity). 

Allow them 5 minutes to individually note their responses to the key points. You may need to prompt them to consider new things they have learnt to do (or to not do) or new concepts they have learned. If necessary, encourage them with questions, for example: 

"We have been learning about choice. What do you think are the two most important things we have learned? What else do you need to learn about to help you?" 

Each group should briefly discuss their ideas and select one point to give feedback about: 

When pupils have fed back to the group, summarise the class journey regarding what has been covered so far. 


In the next session, we'll focus on just one example of how some people might be negatively influenced by others. We'll try to understand it in more detail and develop strategies we can use in our everyday lives to keep ourselves safe.  

Delivery resources

Lime 2021-22 Year 5 Session 7 Checklist.pdf

Delivery checklist

Lime 2021-22 Year 5 Session 7 Resource Sheet(s).pdf

Resource sheet(s)

Lime 2021-22 Year 5 Session 7 Slides (PDF version).pdf

Slides (PDF)

Lime 2021-22 Year 5 Session 7 Slides (PowerPoint version).pptx

Slides (PowerPoint)