Giving and receiving support - Cornwall Healthy Schools

Drug, alcohol and tobacco educationguidance at key stage 4Unit G Giving and receiving supportAbout the unitIn this unit, pupils learn about some of the longer-term consequences of misusing drugs or alcohol, includingdependency and impact on relationships, careers and mental health. They assess to what extent they can supporteach other and identify their limitations. They investigate and report on national and local sources of support foryoung people and practise asking for help. They research ways of improving the provision of services or help foryoung people and engage in activities to address those needs.This unit describes a one-day drug, alcohol and tobacco education awareness day for use as a whole-school, keystage or year group event. Alternatively, individual activities in this unit could be used in timetabled lesson time.The unit could be adapted for other issues, such as sex and relationships education, mental health or bullying.Pupils are involved in planning and organising the awareness day. At the event they attend a series of workshops,in some cases helping visitors from outside agencies to lead activities for other pupils. Pupils studying for ashort-course GCSE in citizenship studies could take responsibility for organising and leading the activities forother pupils in their year group.The first activity in this unit should take place well in advance of the event itself, so that the aims and desiredoutcomes can be agreed and visitors’ availability established.This unit draws on earlier knowledge and understanding of drugs, alcohol and tobacco and of a range of PSHEand citizenship skills gained in key stages 1–3. It links with unit 15 ‘Crime and safety awareness – a wholeschoolmulti-agency approach’ in the key stage 3 scheme of work for citizenship. Activities in the unit also linkwith science and English. Some links are included in the ‘Points to note’ section.Where the unit fits inThis unit addresses the following aspects of the key stage 4 non-statutory framework for PSHE and the key stage4 programmes of study for citizenship and science:PSHEDeveloping confidence and responsibility and making the most of their abilitiesPupils should be taught:1d to recognise influences, pressures and sources of help and respond to them appropriatelyDeveloping a healthy, safer lifestylePupils should be taught:2c the causes, symptoms and treatments for stress and depression, and to identify strategies for prevention andmanagement2e about the health risks of alcohol, tobacco and other drug use, early sexual activity and pregnancy, differentfood choices and sunbathing, and about safer choices they can make2f in the context of the importance of relationships, how differentforms of contraception work, and where to get advice, in order toinform future choices2g to seek professional advice confidently and find information abouthealthDeveloping good relationships and respecting the differencesbetween peoplePupils should be taught:3c to challenge offending behaviour, prejudice, bullying, racism anddiscrimination assertively and take the initiative in giving andreceiving support3d to work cooperatively with a range of people who are different fromthemselves3e to be able to talk about relationships and feelings3jto know about the statutory and voluntary organisations that supportrelationships in crisis3k to develop working relationships with a range of adults, includingpeople they meet during work experience, personal guidance andcommunity activitiesBreadth of opportunitiesDuring the key stage, pupils should be taught the Knowledge, skillsand understanding through opportunities to:4a take responsibility4b feel positive about themselves4c participate4d make real choices and decisions4e meet and work with peopleCitizenshipKnowledge and understanding about becoming informed citizensPupils should be taught about:1f the opportunities for individuals and voluntary groups to bringabout social change locally, nationally, in Europe and internationallyDrug, alcohol and tobacco education, curriculum guidance for schools at key stages 1–4

Developing skills of enquiry and communicationPupils should be taught to:2a research a topical, spiritual, moral, social or cultural issue, problemor event by analysing information from different sources, includingICT-based sources, showing an awareness of the use and abuse ofstatistics2b express, justify and defend orally and in writing a personal opinionabout such issues, problems or events2c contribute to group and exploratory class discussions, and take partin formal debatesDeveloping skills of participation and responsible actionPupils should be taught to:3a use their imagination to consider other people’s experiences and beable to think about, express, explain and critically evaluate views thatare not their own3b negotiate, decide and take part responsibly in school andcommunity-based activities3c reflect on the process of participatingSciencePupils should be taught:Sc2 2m the effects of solvents, alcohol, tobacco and other drugs on bodyfunctionsResourcesResources include:• the DfES PSHE website – www.teachernet.gov.uk/PSHE (informationon resources and links to other websites)Many groups and organisations produce online resources that are relevantto drug, alcohol and tobacco education. QCA has not printed thesewebsite addresses as it recognises that they can and do change, often atshort notice. So that we can monitor and maintain a reliable and usefulresource, the website addresses of the following organisations can beaccessed through www.qca.org.uk/pshe• Department of Health• DrugScope• Alcohol Concern• National Drugs Helpline (provides information on national and localagencies offering support)NB: care should be taken when encouraging pupils to access websitesExpectationsExpectations should be adapted according to the needs, age, stage andmaturity of the pupils. It is expected that by the end of this unit mostpupils will: understand that using drugs, alcohol or tobacco can result in arange of health problems and harmful consequences. They know thatthere are support services and initiatives for young people and find outabout services available to them. They survey the views of others andparticipate in an activity to improve their local community. They begin toevaluate their own role. They value themselves and their peers as sourcesof support.Drug, alcohol and tobacco education, curriculum guidance for schools at key stages 1–4Unit G

Learning objectives Possible teaching activities Learning outcomes Points to notePupils learn:Pupils:Investigating support and services for young people with drug-, alcohol- or tobacco-related problems• ways of finding out aboutother people’s views onsupport and services foryoung people• to identify questions they wantto find answers to and to plantheir investigation• to use a range of informationsources in their research,including ICT• to work with others to plantheir involvement in the drugs,alcohol and tobaccoawareness day• Individually or in pairs, the pupils undertake background research to helpplan their drug, alcohol and tobacco awareness day/event. Ask them to findout what young people want to know about drugs, alcohol and tobacco andwhether they think there is adequate support from local services. Pupilsidentify:– what they want to find out about– who they will consult, eg the whole school, year group, class, teachers,parents/carers– how they will gather opinions, eg through break-time surveys, schoolcouncil, holding meetings• Working in small groups, the pupils design and carry out the survey andreport back to the class on their findings. They then use the findings toidentify aims for a drug, alcohol and tobacco awareness day that would meetsome of the information needs and bring young people and agencies closertogether. They could use local directories, libraries or the internet to identifynational and local agencies and services that support young people inrelation to drug, alcohol and tobacco use and misuse. The pupils considerwhich of these bodies would best be able to support the planned event,ensuring that there would be a balance of activities that would promote skillsas well as providing information. Findings are shared through grouppresentations to the class and each class makes a display.• Using their research, pupils work in groups to plan different aspects of theawareness day, including:– contacting potential speakers and workshop leaders– planning an exhibition about the services and information sourcesavailable, with stands staffed by local agency representatives– where appropriate, organising peer-led activities• carry out research andconsultation by talkingto a range of school andcommunity members toascertain their views andopinions• undertake a plannedinvestigation of national andlocal services on sources ofsupport available to youngpeople with drug, alcohol ortobacco problems• work together to identify waysof helping their peers todevelop knowledge, skills andunderstanding in relation todrugs, alcohol and tobacco• present their findings toothers and give reasons fortheir views• plan and organise their owninvolvement in an awarenessday• Link with citizenship: unit 15 ‘Crimeand safety awareness – a wholeschoolmulti-agency approach’ in thekey stage 3 scheme of work.• When pupils undertake their researchit is important that they consider anydifferences between the needs ofboys and of girls.• The local School Drug Adviser, HealthySchools Coordinator and Drug ActionTeam Coordinator will be able to helpwith information about local servicesand may be able to offer support inplanning the day.• Information about national and localagencies offering support is availablefrom the National Drugs Helplinewebsite.• Visitors should be briefed in line withschool policies and good practiceguidance on the use of visitors indrug, alcohol and tobacco education.See page 24 of the Teacher’s booklet.• It may be helpful to set up a planningcommittee involving pupils to helpcoordinate the event.• Link with English: En1 S&L3d, En2 R4ain the key stages 3 and 4 programmeof study.Drug, alcohol and tobacco education, curriculum guidance for schools at key stages 1–4Unit G

Learning objectives Possible teaching activities Learning outcomes Points to notePupils learn:Pupils:Giving and receiving support – know your limitations• to participate in andcontribute to workshops andactivities• to find information andsources of support• to clarify their attitudes topeople with drug, alcohol ortobacco problems• about a range of problematicphysical, mental or socialconsequences of usingdrugs, alcohol or tobacco• how to communicate withtheir peers and offer supportor advice• to recognise their limitationsand the importance ofseeking professional advice• On the day of the event, the pupils work alongside external contributors tomanage the exhibition and lead presentations and workshops. The exhibitioncould comprise stands from agencies and organisations, plus informationdisplays that pupils have produced using leaflets and websites (including liveweb links if possible).• Before the workshops begin, remind the pupils of previously agreed groundrules for discussion and working together. Workshops could include:A workshop on local health priorities. In groups, the pupils explore theirattitudes to drug, alcohol and tobacco treatment services. Explain to themthat in this workshop scenario they are responsible for the £2 million localhealth care budget of their Primary Care Trust. They have to decide how tospend the budget and explain their reasons. Give the pupils a list of healthcare needs and how much they would cost, including help for those withdrug or alcohol problems, eg two new kidney dialysis machines, a hospice, acare home for the elderly, an HIV/AIDS clinic, a special care baby unit. Discusswhether treatment for drug and alcohol problems should be a priority and why.A workshop on substance use and misuse. The pupils work with drug andalcohol agency staff in scenarios and role-plays. Give pupils in small groupsexamples of a range of patterns of drug or alcohol use, including problemdrug or alcohol use. Ask pupils to decide if the person has a drug problemand to identify the criteria they use to make their decision, eg the amount,when the drug is taken, who else is involved, how the person feels about thedrug, how it affects their life or others’ lives. Possible scenarios include:– Karen drinks at her local pub four times a week. Mostly she drinks three orfour glasses of wine a night and feels slightly light-headed. Recently shehas also been drinking five or six glasses of wine at the weekend, as wellas a few bottles of spirit mixes– Azad is having trouble sleeping and goes to his doctor for sleeping pills.He has been taking the pills every night for two weeks and now feelsunable to sleep without them– Shantalle is a college student who also has a well-paid part-time job. Sheand her friends have started using drugs at weekends and she is too tiredto go to college on Monday mornings. Recently she has been trying toborrow money from her friendsA drug or alcohol agency workshop on giving and receiving advice. Thepupils work in threes. Two of them practise giving and receiving advice onpersonal issues, eg on clothes, eating habits, music, friends, but excludingadvice about drugs, alcohol or tobacco. Provide prepared scenarios, todepersonalise the issue. The third pupil acts as an observer. All three pupilsthen discuss:• participate responsibly inschool or community-basedactivities• summarise different points ofview and express opinions,giving reasons• practise peer mentoring andresistance skills anddemonstrate empathy• understand that drug, alcoholor tobacco use can have avariety of consequences onpeople’s lives and identify arange of these• communicate their knowledgeand understanding of drugs,alcohol and tobacco, tailoringit to the needs of theiraudience• identify and evaluate differentoptions for dealing withproblems• understand that there aretimes when it is necessary toseek professional support foraccurate information or otherhelp• know the roles of differentcommunity organisations andagency members in meetingthe needs of those with drug,alcohol or tobacco problems• reflect on their participationand what they have learntduring the day• Any of these activities could beincorporated into a timetabledprogramme if it is not possible toorganise a full-day event.• These activities may be adapted forexploration of other issues, eg sexualhealth, mental health. The focus shouldbe on young people and their families.• Link with citizenship: unit 15 ‘Crimeand safety awareness – a wholeschool multi-agency approach’ in thekey stage 3 scheme of work.• The timing and organisation of theevent should allow all pupils to attenda range of knowledge-based andskills-based activities.• For sources of information andstatistics for the exhibition and tosupport activities, see the followingresources:– www.doh.gov.uk/public/stats1.htm– the DrugScope website– the Alcohol Concern website– the National Drugs Helpline website• Other scenarios could focus on:relationship problems; difficultiesfinding or keeping employment;anti-social and criminal activity underthe influence of, or to fund, use;depression; situations in which pupilsor young people are affected by otherpeople’s use, eg a parent’s or carer’s.• Whatever scenarios are used, teachersand other adults involved should beclear about the procedures for dealingwith disclosure.• Link with English: En1 S&L4a in the keystages 3 and 4 programme of study.Drug, alcohol and tobacco education, curriculum guidance for schools at key stages 1–4Unit G

Learning objectives Possible teaching activities Learning outcomes Points to notePupils learn:Pupils:Giving and receiving support – know your limitations (continued)– how it felt to give the advice– how it felt to receive the advice– how the advice was given, eg whether the person was rude orcondescending– whether it was good advice– what other support could have been offeredExplain that support might mean simply listening to each other and helping totalk through a problem, rather than telling people what to do. In groups orindependently, the pupils conclude why giving and receiving advice orsupport can be difficult. They could draw up a checklist for giving andreceiving advice.A theatre group or drama department workshop on resistance skills. Thepupils identify situations in which they find it difficult to deal with unhelpfulpeer influence, eg drinking alcohol, getting into a car with a driver who theyknow has used drugs or alcohol, smoking cigarettes, sharing prescribedmedicines with others, buying illegal substances. With the help of theatre ordrama specialists, they role-play the situation and practise approaches toresisting pressure. They choose the approaches they think would work bestfor them and plan how and when to use them.Peer-led activities. A team of pupils designs a questionnaire to survey otherpupils’ knowledge of national and local agencies that support young peoplewith drug-, alcohol- or tobacco-related problems. They encourage the otherpupils to use the exhibition information and other sources, eg the internet(ICT equipment should be made available), telephone directories. A stand inthe exhibition enables pupils to find additional information and check theiranswers.• At the end of the event, ensure that there is time for the pupils to evaluate theday. They could complete an evaluation form during the closing session. Inpairs or small groups they review and reflect on what they have learnt andhow their skills have developed, considering what actions they could takeafter the event. Findings are shared with all those who took part.• Other activities could include:– presentations by agencies that support problem users of drugs, alcohol ortobacco– a police service workshop on drugs and the law– a presentation by a Drug Action Team or Drug and Alcohol ReferenceGroup representative, eg on statistics relating to problem drinkers or drugmisuse and/or local issues and services– health promotion: trial smoking cessation sessions; first aid classes• If evaluation forms are completed andfindings are summarised and shared,care will be needed to ensure pupilanonymity.Drug, alcohol and tobacco education, curriculum guidance for schools at key stages 1–4Unit G

Learning objectives Possible teaching activities Learning outcomes Points to notePupils learn:Pupils:Taking responsible action – supporting each other• to reflect on what they learntand the skills they developedduring the workshops• how they can support theirpeers or participate insupporting initiatives• After the one-day event or series of lessons, give the pupils opportunities toidentify needs in the school or local community and to plan ways of meetingthem. Research from the first section of the unit and the evaluation findingsfrom the second section may be useful here. The pupils could:– take part in peer mentoring or support schemes already in place in theirschool, or work towards designing one and setting it up– take part in peer education training programmes, eg by inviting outsideagencies to run volunteer training outside lesson times or by using lessontimes to develop materials or ideas for teaching younger pupils aboutdrugs, alcohol and tobacco– be involved in designing, setting up or evaluating a drop-in centre forpupils at the school by working with the school nurse or anotherappropriate professional, eg a Connexions Adviser– campaign for local change, eg for the local authority to fund a centre foryoung people, or for existing services to offer more accessible support toyoung people. The pupils could be consulted on design or involved infundraising– participate in reviewing the school policy on drug-related incidents– join local initiatives offering support, eg those run by the youth serviceoutside school time– establish ongoing links with local services and agencies through a healthcommittee of the school council, which could feed views and informationinto the Primary Care Trust or Drug Reference Group• identify and reflect on theknowledge, skills andunderstanding they havedeveloped as a result of theactivities in which theyparticipated• decide how they can supporttheir peers or take part insupporting others in relationto a need they have identified• Peer education projects should alwaysbe carried out within well-definedstructures and boundaries. Thoseinvolved must be clear about their roleand should receive ongoing supportand training. Where peer educatorsundertake work in other schools, theactivities should be under theguidance of the support provider’sschool. The PSHE and CitizenshipInformation Service at the NationalChildren’s Bureau can provideinformation about peer education.• The LEA Healthy School Coordinator orPSHE Adviser can help establish andmaintain contacts with relevantcommunity groups and agencies.• These activities could support theschool’s plans to use the NationalHealthy School Standard.• Link with citizenship: 3a–c in the keystage 4 programme of study.• Link with English: En1 S&L4d in thekey stages 3 and 4 programme ofstudy.Ref: QCA/03/1031 © Qualifications and Curriculum Authority (QCA) 2003Unit G