This video can be shown just prior to beginning the section on drugs (Topic 8) and then it could be re-shown before each subsequent drugs chapter.

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2 The staff and students of Shepherdson College, Galiwinku, Elcho Island made this video as part of a Health Education course. The project was funded by the National Drug Education Strategy as a part of the Commonwealth funding allocated to the Northern Territory. It displays Indigenous students making healthy lifestyle choices and demonstrating positive attitudes to schooling and welfare. This video can be shown just prior to beginning the section on drugs (Topic 8) and then it could be re-shown before each subsequent drugs chapter. We can only ever make true choices when we understand the issues we are making the choices about. That is why there is drug and lifestyle education. We need to know about our community, our bodies, problems that people face in life, drugs and other substances and how to go about making the proper decisions for ourselves. Do we want to be strong and healthy and make a good life for ourselves and our people, or do we want to make other kinds of decisions that we may regret later on in life? Let's learn all about drugs and substances and then talk openly about the knowledge we have so that, when we are in a situation where we have to make a choice, we can make the choice that is best for us. 339

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4 ACTIVITY 1 Watch the video and learn the words to the song in order to help students identify with positive messages and hope. ACTIVITY 2 Discussion Ask the two questions below to stimulate discussion on the following topics. 1. What do you think about the video and what messages are the students giving us through the song? 2. What are some of the choices we face in our every day lives? ACTIVITY 3 Listed below are some issues you may wish to discuss either in groups or as a whole class. Drugs and problems in our community Why people take drugs Reasons not to take drugs and stay healthy Reasons to hope, hopes and dreams and ways to make them happen Finding solutions to problems, where to look for help and ways of staying safe and staying out of trouble Healthy and strong - sick and weak 341

5 ACTIVITY 4 Based on the class and group discussions, have students design their own painting, cartoon, short story or role-play that demonstrates healthy choices. This can also be done as individuals or in groups. The work could then be displayed especially role-plays at school assemblies, parent evenings or other school activities. ACTIVITY 5 Encourage your students to seek funding. Source community resources such as through the ASSPA committee, community council or some other body to make their own song and video. This work can then be displayed at a community or school function. 342

6 LESSON PLANS : Drugs an Overview Curriculum Unit (Early Childhood) Learning Outcomes: Students will talk about and illustrate their understanding of safe and unsafe situations. Students will identify and role-play ways to manage unsafe situations. Focus Questions: What does feeling safe mean? Everyone has a right to feel safe all the time. We can stay safe by recognising danger and knowing what to do, or where, and who to go to for help. This involves students learning to say no, getting away from the situation, or telling someone. Methodology: Do - Talk - Record Learning Experiences: * As a class students talk about safe and unsafe situations, e.g. at home, school or community. * Students draw a poster to show safe and unsafe situations. - As a class students talk about their posters and explain why some situations are safe and why some are not. * As a class talk to students about rules and why they are needed for safety, e.g. at home, school, community etc. - Reinforce that rules are important so people don t get hurt or injured. * As a class read or tell students about the story of Little Red Riding Hood. - What should Little Red Riding Hood have done to stay safe? * As a class students talk about a time when they may have been in an unsafe or dangerous situation. - Discuss what happened. - How did they cope with the situation? e.g. walk away, run, hide, tell someone, get help etc. * Brainstorm who, and where to go to for help if it is needed, e.g. family, elders, teachers, health workers, police, night patrol etc. * Students role-play what they could do to feel or be safe in a dangerous situation. * As a class explain that there are many ways to help us stay safe, e.g. signs for driving, labels to show us what is in a product and how to use it correctly, rules etc. - Students collect, cut out or draw items such as signs and labels from magazines, home, school, community, to make a display. - As a class talk about what these signs and labels mean or how they help us to stay safe. - Students tell, write or draw a story about being safe. Evaluation: Through role-play and activities, students demonstrate their understandings of safe and unsafe or dangerous situations. They will recognise signs, labels and rules used at home, school or in the community and talk about how these help them to stay safe and who, and where to go to for help. 343

7 LESSON PLANS : Drugs an Overview Curriculum Unit (Middle Primary) Learning Outcomes: Students will discuss what the term drug means and classify/sort information in accordance with the definition of a drug. Students will investigate the safe use of medicines and create visual and oral displays illustrating the safe use of medicines or alternatives to drug/ medicine use. Focus Questions: What is a drug? Content: A drug is any substance other than food, water and oxygen which, when taken into the body, changes the way the body works. Drugs affect people in many ways. Some ways are helpful and others may be harmful. Sometimes when we are sick we need to take medicine to help us get better. Some medicines make us feel better but don t cure illness. There are correct ways for using medicines. Only use the medicine given to you by a doctor, health worker, nurse or pharmacist. Remember to consider alternatives when feeling unwell, e.g. drink plenty of water, eat and sleep well and participate in recreational or physical activity regularly. Methodology: Do - Talk - Record Learning Experiences: * As a class students brainstorm, What is a drug? - Students talk about all the things that come to mind when they hear or see the term drug. - They might suggest names of drugs, or things they associate with drugs e.g. alcohol, grog, tobacco, smokes, cannabis, ganga, legal, illegal, fun, sadness, death, money, boredom. - Talk about some of the issues raised in the brainstorm and reinforce with students why it is important not to use alcohol, tobacco and cannabis, e.g. their bodies are still growing, they may be too young to make responsible decisions and may get into dangerous or unsafe situations. These substances can cause harm to individuals, families and communities. * Students copy the definition of a drug as above in Content and talk about what it means to them. * Read the story Gareth Gets Sick, page 349, or Sick Babies on page 373. Work on the questions and discuss. Talk about good drugs and safety. * Students collect, cut out or draw pictures of foods, bush medicines, poisons or dangerous substances. - In small groups or pairs students place their pictures, etc. under the headings drugs, non-drugs or not sure. - Each group or pair will show the class their work and talk about the reasons for placing their pictures under the headings. - Remind students to check with their definition of a drug. * Students talk about, write or draw how it feels to be sick. Page Students can make a list or draw examples of things that make them feel better, e.g. medicine, sleep/rest, going bush. Page 364. * Students visit the local clinic, community health worker, nurse or doctor to find out about medicines, e.g. what they are used for and how to use them correctly. Page 359. or * An older person could talk to students or take them on a bush walk to find out more about traditional bush medicines. or * Students could work through the CD ROM on medicines called Boswell s Dilemma. * Students create a poster, mural, song, story or advertisement to show why and how we should use medicines correctly. E.g. only the person whose name is on the container should take the medicine; always follow instructions, i.e. dose/ amount, time of day; take until all the medicine is finished; keep in a safe place and don t share medicines. 344

8 Extra Resource: Boswell s Dilemma, CD ROM. * As a class students brainstorm ways of caring for themselves without using drugs/medicine, e.g. drinking plenty of water, eating and sleeping well, participating in recreational activities and sport. * Students write a short story to role-play about alternatives to using drugs or medicines and present it to the class and their family. Evaluation: Through role-play, written and oral activities students will demonstrate what the term drug means, how to use medicines correctly and indicate an understanding of alternatives to drug/medicine use. 345

9 LESSON PLANS : Drugs an Overview Curriculum Unit (Upper Primary) Learning Outcomes: Students will classify drugs according to their effects on the body. Students will discuss and illustrate the risks and consequences associated with drug use and identify positive alternatives. Students will clarify their thoughts and feelings about a range of situations to do with drug use. Focus Questions: How are drugs classified? Content: Drugs are classified as either licit or illicit. They are also classified as either depressants, stimulants or hallucinogens because of the effects these drugs can have on the body. All drugs have the potential to affect individuals differently and may cause harm, depending on the amount and circumstances under which they are taken. Some drugs can cause health and other problems, especially for young people. This is why we have rules about using drugs. Methodology: Do - Talk - Record Learning Experiences: * As a class brainstorm, What is a drug? Teacher Note: For a definition and other detail refer to the Middle Primary Content and the first learning experience. * In small groups students talk about the most commonly used drugs in the community, e.g. alcohol, tobacco, cannabis etc. * In small groups discuss the effects these drugs have on people, e.g. on the person using, their friends, family, school, community etc. Read story on page 392. * Students write a short story about their feelings when people around them use drugs. Page 408. * Students talk about, list or role-play ways they can stay safe when drugs are being used around them or who they could go to for help, e.g. other relatives - aunties/uncles, health workers, night patrol, police, recreation officer, drop-in centre etc. * In small groups students brainstorm and write on a poster, Why young people use drugs? E.g. fun, enjoyment, curiosity, boredom, rebellion, socialising etc. - A spokesperson from each small group reports back their findings to the class. - Discuss similarities and differences between the groups. Did most groups come up with the same ideas? * In small groups students brainstorm and write on a new poster, Why young people don t use drugs? E.g. don t like it; to stay strong and healthy; want to be in control; don t like to be sick; family/elders don t approve; against the law. - A spokesperson from each small group reports back their findings to the class. - Discuss similarities and differences between the groups. Did most groups come up with the same ideas? * Students list or draw a variety of drugs and place them under the headings legal/illegal. Teacher Note: Although alcohol and tobacco are legal substances (able to be used by law), they are illegal to be sold to people under the age of 18 years. Other legal drugs are medicines, e.g. pain killers. * Students find and copy from the dictionary the terms licit, illicit, legal, illegal, depressants, stimulants and hallucinogens. Pages * As a class, teacher explains that: - Depressants slow down the functions of the body, - Stimulants speed up the functions of the body, and - Hallucinogens distort a person s perceptions and alter mood and thoughts. * Students list or sort sight cards of the drugs which belong to the drug classifications above and talk about the effects these drugs may have on a person. Teacher Note: Drug effects may vary because of gender, age, size, past drug use experience of the person etc. Resource: Types of Drugs work sheets. Page

10 * As a class students talk about the risks and consequences of using drugs illegally, e.g. harm; fighting; sickness; trouble with friends, family, community, school; police/ jail; shame; problems with money etc. * In pairs students make a list of alternatives to drug use, e.g. playing sport; hunting; playing music; reading; talking to friends/ family or asking for help from health workers, teachers etc. or * Students design a poster showing positive alternatives to drug use and display at school and in the community. or * Students write a song with a theme about alternatives to drug use. or * Students write a story about the risks and consequences of using drugs and highlight positive alternatives to drug use. Teacher Note: Students could use masks or puppets to role-play this story to the school community. * As a class students participate in a values clarification activity. - Teacher makes signs up; Strongly Agree; Don t Know; Strongly Disagree and place these in different places around the room. - Tell the students to stand in the area next to the sign that shows best how they feel about the following statements. Examples could be: - Young people under the age of 18 should be allowed to smoke. - Students found smoking cannabis should be suspended from school. - Drinking too much alcohol can cause harm to the individual and community. - Most of the Indigenous people in jail are there because of alcohol related crime. - Parents and members of the community need to be given drug education information. - Students discuss their reasons for standing in the area they have chosen, Strongly Agree, Don t Know or Strongly Disagree. - Students may like to move to another area after they have heard the different opinions. Evaluation: Through cooperative learning activities students will demonstrate their understandings about drug classification, the effects, risks, consequences of using drugs and alternatives and ways to manage risky situations. 347

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