Scheme of Work for Years 3,4And 5

Scheme of Work for the Foundation Stage.

During these early years a good foundation of work can be explored with young people. These will be broad area of understanding that will support later work in drug education and many other areas of personal, social, moral and cultural education.

During this period we need to offer young people learning opportunities that enable them:

To know and understand: / To explore and affirm their feelings, including:: / To be able to say: / To be able to do or not to do, including
Who am I
Where am I
Who is in charge
Where I live
About school
What people do and don't do in school, how and why they do what they do
That actions usually have outcomes
We are all human beings and therefore alike in many ways, but each of us is different and special and that is how it should be
That other people including us are growing and changing all the time
That all people have feelings
That we are all part of this class and this school
That too much of anything can be dangerous, especially if we eat, drink or sniff it
Who to tell and how to tell when I am worried, afraid, confused or uncertain
That people live in 'family' groups or networks; each of us belongs to more than one group/family'/network and these are different sizes and have different people in them. / Feeling happy, sad, worried, excited, lonely, full of life, quiet, friendly, not so friendly, afraid, angry, jealous, loving, contented
That all feelings are ok to, everyone has them
That sometimes it is ok to act on our feelings, sometimes it isn't; that is hard sometimes not to act first on our feelings
That feelings can get hurt just as easily as bodies
Others' feelings are ok too
Friends are important and need caring for
Feeling confident to tell someone how I feel. / My name is …
I live at…
I'm feeling
Please will you/can you…
Please help me with…
No, thank you
That’s enough
Stop
Someone is trying to make me do something
Can I play with you?
Will you play with me/us? / Sing, dance, work, play, laugh a little every day
Tell someone how I feel
Tell someone in sequence what happened
Recognise pressure
Say sorry and make friends again
Help other people
Take responsibility for:
-my things, my place, our place
-other peoples' things
-cleaning up my mess
-helping others clean up
-where I live, play, go, work.

Scheme of Work for Years 1 & 2

At this age some young people have already have a limited understanding about some types of drug use. Some of them will be using drugs medicinally, either occasionally or regularly. Some of this work may also be appropriate to reception age children.

During this period we need to offer young people learning opportunities that enable them:

To know: / To understand: / To explore and affirm their feelings, including: / To be able to say: / To be able to do or not to do, including:
What goes on to our bodies that is good and not so good
What we put in our bodies that is good and not so good
Who we can trust to tell us to put things on to or in our bodies
Which everyday substances can hurt us
Where we might find unsafe substances in school and out of school
Who can help me in school and out of school
When and why we have injections
Who cares for medicines in our school. / What happens when substances enter my body
Where we find medicines and drugs
That some medicines can help us when we are ill
That some people need medication to stay well or lead a normal life
That some drugs prevent us from getting diseases
That sharp and dirty things may hurt us
That there are safe and unsafe places to go and how to recognise them
That cigarettes and alcohol have drugs in them. / Feeling confident and valued
That we are precious
That our bodies are precious
Getting to know and talk about our feelings and beginning to build a vocabulary of feelings
Being able to talk about 'ok' and 'not ok' feelings
Being able to recognise when we feel safe and not so safe
Knowing how it feels when we are ill and that some medicines can make me feel better. / No
Help me please
I'll ask
I'll tell
And being able to apply our vocabulary of feelings in order to share them with others. / Not to touch anything I feel is unsafe especially if it is sharp or dirty
Get an adult to help.

Scheme of work for Years 3,4and 5.

Virtually all the drugs used at this stage will be medicinal, although some young people will be living in homes with problem drug use. There are opportunities here to emphasise self-esteem and to lay the foundation knowledge about drug use while young people are still socialising in supervised settings. If we assume that independent decisions about drug use are going to be made in the future, this may be the time to emphasise the biological aspects of drug use. This will ensure a foundation of biological understanding is in place to be built upon by later work with more social emphasis. During this period we need to offer young people learning opportunities that enable them:

To Know: / To understand: / To explore and affirm their feelings, including: / To be able to say: / To be able to do or not to do, including:
School rules relating to medicines
About every day drugs such as aspirin, paracetamol, tea, coffee, tobacco and alcohol
Where medicinal drugs are made, tested, sold and used
To be wary of those who use drugs carelessly
Some strategies for staying safe or escaping from difficult situations / Basic information about how the body works
How the body deals with dangerous things which enter it. / Feeling confident and valued
Knowing about and being able to talk about my feelings, extending my our vocabulary of feelings
Knowing my 'ok' and 'not ok' feelings
Being able to recognise 'safe' and 'not safe' feelings
Being able to recognise how we feel when others try to influence us into doing something we feel uncertain or anxious about
How it feels when we are part of a group who decide to do something we are uncertain or anxious about and feel confident that we are able to manage this. / No
Help me please
I'll ask
I'll tell
And being able to apply our vocabulary of feelings in order to share them with others. / Practice our strategies for managing difficult situations
Practising escaping from a variety of situations that make us feel anxious or uncertain
Identifying adults we know and trust and being able to ask them for help.

Scheme of work for Year 6.

Many of our young people will have tried alcohol by this stage, probably in the home and linked with a 'special occasions'. Some of them will be 'on the cusp' of making decisions about tobacco use. Tobacco will only be experimented with or used occasionally by a very small minority at this age, but we know that this early tobacco use correlates with later illegal drug use and a variety of behaviours that risk health and lifestyle. The majority of tobacco use appears linked with a need to feel 'grown up'. It may occur following external pressure from others, (i.e. being dared) but is just as likely to be as a result of wanting to be accepted or approved of by the group and subsequently conforming to the norms. Whilst young people need accurate information, we need to emphasise how it feels to be in a group situation and how we might stay safe. During this period we need to offer young people learning opportunities that enable them:

To Know: / To understand: / To explore and affirm their feelings, including: / To be able to say: / To be able to do or not to do, including:
School rules regarding medicines, alcohol and tobacco
All medicines are drugs but not all drugs are medicines
Drugs can be good or bad for you
What goes onto and into my body can affect the way my body works and the way I think and feel
The dangers of used injecting equipment and knowing not to touch and get an adult
Who we can trust, our peers and adults
The risk of tobacco (and cannabis if school based research indicates it is relevant), alcohol and solvents
Who we can trust to give us drugs / The difference between medicines and drugs and to have a basic vocabulary of 'drugs'
Why some people are safe to give us drugs and others are not
How different drugs affect the workings of our bodies and the possible consequences of this
How it feels to be in a group who want to something we are uncertain or anxious about
Some people including the media will try to persuade us to use try drugs
That drugs can cost lots of money / Feeling good about ourselves; valued and confident
That others are of value
Recognise when we feel safe and not so safe
Feeling able to make decisions and act on them
 Feeling that it is ok not to do everything that our friends do
being able to recognise when others are trying to persuade us to do something we feel uncomfortable about
our bodies are precious and we value them / No
That's ok
Help me please
I'll ask
I'll tell
And being able to apply our vocabulary of feelings in order to share them with others. / Being able to practice making informed choices in a variety of situations including drug offers
Being able to recognise safe and unsafe places
Being able to act independently from friends or others
Being able to take appropriate responsibility for my own and others' safety
Being able to recognise risks in a variety of situations including drug offers.
Year 6 continued
To Know: / To understand: / To explore and affirm their feelings, including: / To be able to say: / To be able to do or not to do, including:
From whom we should not accept drugs
How to take care of our bodies
That some drugs are legal, others are illegal to have, use or give to others
Increase the number of strategies for managing difficult situations. / That all drug use has certain risks. These can be very bad and can happen with one try.

Scheme of Work for Year 7

Research suggests that key stage three may be the critical period initially for tobacco use and later for illegal drug use. During this period we need to offer young people learning opportunities that enable them:

To Know: / To understand: / To explore and affirm their feelings, including: / To be able to say: / To be able to do or not to do, including:
The school rules in relation to drug use
The types of drugs relevant to our age range:
-tobacco
-alcohol
-solvents
-cannabis
The ways drugs can enter our bodies
That some drugs are legal to possess and use; some are illegal to possess, use and pass to others
How to use medicine safely
Increasingly sophisticated strategies for managing difficult situations
Where help is available
Ways of using drugs:
-experimental
-occasional
-dependant
-medicinal
The risks associated with each use
The dangers of used injection equipment. / The effects drugs have on the workings of our bodies and minds
That others' drug use may affect us
We have a right to say 'no' in any risky situation
We are responsible for our behaviour and the consequences or our choices
Our parents or carers may have views on our drug use
Drug use may have serious financial implications
That being in a group does not mean having to comply with everything the group wants to do or say. / Being comfortable talking about our feelings
Feeling confident to be assertive
Feeling able to cope with set backs or failure
Being able to recognise how it feels to be in a group and the pressure to adopt group norms
Feeling able to be an independent person within a group. / What we think about drug use
No
That's ok
Help me please
I'll ask
I'll tell
And being able to apply our vocabulary of feelings in order to share them with others. / Being able to practice making informed decisions about the drug use they may encounter
Being able to practice assertiveness skills in a variety of situations including drug offers
Being able to take medication safely
Being able to practice enacting strategies for coping with difficult situations
Practising asking for help from appropriate people for themselves and others.

Scheme of Work for Year 8

Research suggests that an increasing number of young people will be making decisions about tobacco during this year; only a very small minority will be making decisions about illegal drugs at this time so continuing the work around tobacco is important. It is also important to look at illegal drug use from a biological and legal perspective. This will enable a more social focus to be taken in year 9. During this period we need to offer young people learning opportunities that enable them:

To Know: / To understand: / To explore and affirm their feelings, including: / To be able to say: / To be able to do or not to do, including:
The appearances and the effects of:
-alcohol
-solvents
-tobacco
-cannabis
-amphetamine
-LSD
Basic drug law; especially possession and supply
Increasingly sophisticated strategies for coping with difficult situations. / The scientific terms:
-use/misuse
-abuse
-addiction
-tolerance
-dependence
-overdose
-withdrawal
-adulteration
and the consequences of each term
That others may try to persuade us to try drugs or influence our decisions
That all drug use carries risks. / What is right and wrong for us
Recognising how we feel in social settings when our peers are doing something that makes us feel uneasy or anxious
Feeling able to manage these situations effectively
Feeling we are of value and that our views are worth taking seriously. / No
Stop
That's ok
I’ll ask
I’ll tell
And being able to apply our vocabulary of feelings in order to share them with others
And able to tell others about my feelings and concerns. / Practise making independent decisions in social situations
Practising communicating our decisions in assertive ways
Practising applying strategies for managing difficult situations
Recognising potential risks and consequences of our and others' actions
Taking responsibility for the consequences of our decisions and actions.

Scheme of Work for Year 9

Research suggests that this is a critical time for illegal drug use, the small minority of early adopters of illegal drug use appear to be making their decisions during this year. Young people gaining increasing independence, attending social events with decreasing degrees of adult supervision. Within these social situations there is likely to be increased opportunity for drugs to be offered and the need to feel accepted by conforming to group norms may be strongly felt. Our emphasis may be better focused on helping young people explore their feelings about social settings and developing strategies for managing situations rather than on the physiology of drug misuse. During this period we need to offer young people learning opportunities that enable them:

To Know: / To understand: / To explore and affirm their feelings, including: / To be able to say: / To be able to do or not to do, including:
The school rules regarding:
-alcohol
-tobacco
-solvents
-illegal drugs
About legal and illegal drugs use reinforcing and extending the work of earlier years to include:
-amphetamine
-cannabis
-cocaine
-heroin
-ecstasy
-LSD
That drugs affect us in different ways
That drugs can be categorised in different ways, including:
-stimulants
-depressants
-hallucinogens
An increasing number of strategies for managing the types of situations we may now encounter. / That drugs are offered and used in social settings
The risks and consequences of drug use and misuse
That others may try to persuade us to try to use drugs; to pressure us or try to influence our choices
That there are social risks associated with drug use including:
-relationships
-ability to study
-problems following a conviction and subsequent record
The consequences of a drug conviction on:
-travel
-Career
-finances
-freedom. / How we feel about drug use and misuse
Recognising how we feel in group situations where the group wants to take risks we feel are unacceptable
Feeling confident that we can manage these situations. / No
Stop
That's ok
I’ll ask
I’ll tell
And being able to apply our vocabulary of feelings in order to share them with others
And able to tell others about my feelings and concerns. / Practising assessing the risks and consequences of different drug use in different situations
Practising applying appropriate strategies for managing risky situations.

Scheme of Work for Year 10
By this time an increasing number are likely to have experimented with illegal drugs. This will still be a minority, but the level of experience, understanding and misunderstanding will have grown. The young people will now have considerable independence and the emphasis will be on revisiting earlier work. A greater number will be finding themselves in situations where drugs are available and where they will need to draw on and apply their learning. The work is likely to reinforcement of earlier work but in new situations or settings (for example accepting lifts in cars, friends' parties, organised discos, and perhaps even clubs). During this period we need to offer young people learning opportunities that enable them: