Hertfordshire Drug Education Outline Programme 2009 / 2010

Hertfordshire Drug Education Outline Programme 2009 / 2010

Key Stage 4:

To enable young people to build knowledge, confidence and self-esteem and make the most of their abilities.

Further information can be found at:

-  Qualifications & Curriculum Development Agency (QCDA): www.qcda.gov.uk (until August 2010)

-  Hertfordshire Drug Education Forum (DEF): www.hertsdef.org

Please note: New Department for Education (DfE) guidance on drug education is pending. The ‘years’ relating to the Framework for Secondary Science are provided solely as a rough guide, as different pupils may move across the spectrum at different rates.

Year / KS4 Framework for Secondary Science / KS4 Personal Well Being
Key Concepts / KS4 Citizenship
Key Concepts / Key Processes / Herts DEF
Key Principles
Year
10 / 1.1 Scientific thinking
Developing argument: Explain how the use of criteria improves the effectiveness of selecting scientific data and other sources of evidence to support or negate an argument.
Describe examples of where scientific theories, applications and models have been changed by new evidence or societal norms.
2.1 Organisms and Health
2.1 (c) The ways in which organisms function are related to the genes in their cells.
2.1  (d) Chemical and electrical signals enable body systems to respond to internal and external changes, in order to maintain the body in an optimal state.
2.1  (e) Human health is affected by a range of environmental and inherited factors, by the use and misuse of drugs and by medical treatments.
2.3 Behaviour
Explain how chemical and electrical signals enable the body systems to respond to internal and external changes and the effect of this on behaviour. / 1.2 Healthy Lifestyles
a) Recognising that healthy lifestyles, and the wellbeing of self & others, depend on information & making responsible choices.
1.3 Risk
a) Understanding risk in both positive & negative terms and understanding that individuals need to manage risk to themselves and others in a range of situations. / 1.2 Rights & responsibilities
a) Exploring different kinds of rights and obligations and how these affect both individuals and communities.
b) Understanding that individuals, organisations and governments have responsibilities to ensure that rights are balanced, supported and protected. / 2.2 Decision making & managing risk
Students should be able to:
a) Use knowledge and understanding to make informed choices about safety, health and wellbeing, evaluating personal choices and making changes if necessary.
b) Find and evaluate information, advice and support from a variety of sources and be able to support others in doing so.
c) Assess and manage the risk in personal choices and situations, minimise harm in risky situations and demonstrate how to help others do so.
d) Use strategies for resisting unhelpful peer influence and pressure, assessing when to use them and when and how to get help.
e) Identify how managing feelings and emotions effectively supports decision-making and risk management. / Drug education programmes should be evaluated to find out how effective the teaching activities and materials have been in achieving the aims of the programme and meeting the needs of the target audience.
Drug education programmes should include details of services and helplines, explain how they work and develop children and young people’s confidence in using them.
Schools and further
educational settings working with children and young people should ensure that young people have access to up-to-date information on sources of help, which is prominently displayed.
Year
11 /

2.1 Organisms, behaviour and health

Evaluate the impact of chemical, physical and biological factors and explain their effects on the life processes.

2.3 Behaviour

Explain the effects of natural and artificial substances on chemical and electrical signals within the body, and possible effects on behaviour.

/ 1.1 Personal Identities
a) Understanding that identity is affected by a range of factors, including a positive sense of self.
1.2 Healthy Lifestyles
b) Understanding that physical, mental, sexual and emotional health affect our ability to lead fulfilling lives and that there is help and support available when they are threatened. / 1.2 Rights & Responsibilities
(as above) / 2.2 Decision making & managing risk
(as above) / Given that drug problems rarely occur in isolation, drug education programmes, resources and support services need to consider a holistic approach rather than focus solely on drugs.
Year
12 / 1.1 Scientific thinking
Developing argument:
Explain how scientific theories, applications and models have been changed by the strength of new evidence, changes in societal norms or values.
2.1 Life processes
Critically evaluate the relative impact of chemical, physical and biological factors and their effect on life processes in familiar contexts.
2.3 Behaviour
Evaluate evidence from different sources about the impact of natural and artificial substances on behaviour. / 1.3 Risk
c) Developing the confidence to try new ideas and face challenges safely, individually and in groups.
1.4 Relationships
a) Understanding that relationships affect everything we do in our lives and that relationship skills have to be learnt and practised.
1.5 Diversity
a) Appreciating that, in our communities, there are similarities as well as differences between people of different race, religion, culture, ability or disability, gender, age or sexual orientation. / 1.2 Rights & Responsibilities
c) Investigating ways in which rights can compete and conflict and understanding that hard decisions have to be made to try to balance these. / 2.2 Decision making & managing risk
(as above) / Drug education should enable children and young people to develop their knowledge, skills, attitudes and understanding about drugs and appreciate the benefits of a healthy lifestyle, relating this to their own and others’ actions.
When planning drug education programmes, organisations need to establish and take account of children and young people’s existing knowledge, beliefs, experiences, understanding, level of maturity, religion and cultural backgrounds.

Key Concepts in Drug, alcohol and tobacco use and misuse:

Health & lifestyle choices – This includes choices about sunbathing, diet, the use of alcohol, tobacco and other drugs, and sexual activity.

Substance use & misuse – This should include the benefits and risks of the use of alcohol and medicines as well as the risks associated with tobacco, volatile substances and illegal drugs.

Range & Content

This section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes.

The study of personal wellbeing should include:

3a) The effect of diverse and conflicting values on individuals, families and communities and ways of responding to them.

3b) How the media portrays young people, body image and health issues.

3c) The characteristics of emotional and mental health, and the causes, symptoms and treatments of some mental and emotional health disorders.

3d) The benefits and risks of health and lifestyle choices, including choices relating to sexual activity and substance use and misuse, and the short and long-term consequences for the health and mental and emotional wellbeing of individuals, families and communities.

3e) Where and how to obtain health information, how to recognise and follow health and safety procedures, ways of reducing risk and minimising harm in risky situations, how to find sources of emergency help and how to use basic and emergency first aid.

Science & National Curriculum aims: Confident individuals

The science programme of study develops confident individuals who are able to live safe, healthy and fulfilling lives. The investigative and practical nature of the subject provides opportunities to assess and manage risk. The study of science enables students to make informed decisions about many aspects of their lives. These include those related to healthy lifestyle choices, such as decisions about substance abuse and sexual health, and those related to sustainability, such as decisions about global climate change. The study also helps students to detect bias or inaccurate reporting of scientific claims in the media.

DEF Key Principles – Use of ‘Shock tactics’

The DEF encourages teachers, facilitators and other professionals working with young people to consider the following advice.

Effective programmes of drug awareness should aim to:

·  Provide a balanced view and a range of holistic approaches. One size does not fit all!

·  Be delivered by professionals whose own training and knowledge is up-to-date and relevant.

·  Attempt to balance ‘negative’ messages about drugs with ‘positive’ messages. (For example, the use of medicines, support for those who experience difficulties)

·  Prepare children and young people for the responsibility they must learn to take for themselves.

·  Consider why materials designed to scare, shock or provoke negative reactions from audiences are being used and in what context they are appropriate.

·  Ensure that appropriate warnings are given prior to using resources or footage that may frighten or cause upset and that support and guidance is provided after their use, as necessary.

·  Involving ex-users in drug education should be considered very carefully. If they are to be involved, this should be because they are skilled in facilitating learning and competent to work with children and young people, not simply by virtue of their status as a former user.

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