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What should be taught and when?
Drug Education is part of the statutory curriculum for science
at all key stages. The science orders require that schools cover
at least the basic information about drugs and their effects in
a developmental way. The foundation key stage curriculum, with its
focus on safety and well being, contains drug education around medicines
and household substances. If we want to be effective in drug education
we need to be clear about what we are aiming to achieve. If we are
aiming to prevent, reduce or eliminate drug misuse then we need
to consider the social context of drug use for the young people
we teach. |
| Information alone is not education... |
Of course information is important but Ofsted, in their drugs
education update 2002, highlight the importance of drugs education
providing more than just fact-focused lessons. It stresses the importance
of embedding factual information within the context of real life
experience, exploring attitudes and developing social skills to
enable young people to make informed choices.
Quality Standards...
Effective drug education:
- is based on local information
- is relevant to the life experiences of the young person
- involves young people in the planning of both the content and
the teaching and learning styles
- seeks to engage rather than scare young people
- takes account of the age and stage of the pupil
- is developmental year on year
- takes account of existing knowledge and beliefs about drugs
and drug use in any given lesson
- is normative - debunking myths such as 'all young people take
drugs'
- uses a variety of teaching and learning opportunities to keep
lessons dynamic and relevant
- encourages young people to explore and clarify their attitudes
and beliefs about drugs and drug use
- promotes the development of social skills and protective behaviours
- uses current and interesting resources
- uses external contributors only to enhance planned curriculum
activities and not as a substitute or stand alone programme
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| All the evidence suggests that drugs education is most effective
when taught by teachers who are confident to deliver the topic within
the school environment. In the light of this, the DfES are supporting
teachers through a Certification for the Teaching of PSHE with a
focus on sensitive issues such as drugs and sex.
Young people cite teachers as the second most important and trusted
influence on their decision-making after parents. This influence
is strongest when the teacher is perceived as approachable and having
confidence in the subject.
More on the Certification of
The Teaching of PSHE>> |
| Using external providers for Drug Education |
| Visiting speakers or educators
can provide texture to your drug education but are most effective
when set within and endorsed by planned activities with teachers.
The guidance is clear; external provider can be a valuable addition
to planned drug education but should be used to add a dimension
that teachers cannot provide and should not be used to substitute
teaching.
3.6 External contributors to drug education
Teachers should always maintain responsibility for the overall drug
education programme. External contributors should not be used as
substitute teachers, nor should they constitute the entirety of
a school's drug education programme. When working directly
with pupils they should add a dimension to the drug education programme
that the teacher alone cannot deliver. (DfES/0092/2004)
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| Need help to develop your planned drug education?
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| The Nottingham Healthy Schools
Programme Team has a School Drugs Advisor who is available to support
the development of your drug education. Practical and financial
support is available to any Nottingham City School within the local
authority that wishes to develop a programme or find resources.
We also run regular training sessions and 'workdays' to develop
policy and programme for drug education with reimbursement of supply
cover, free facilitation, and resources provided.
Contact
the School Drug Advisor >> |
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