Topic: Drugs (Primary School)

Please be reminded that Safe4me is NOT a standalone resource; it is designed as a toolkit to support teachers to deliver information to pupils specific to the Law, Consequences and Personal Safety only.

The resources in this tool-kit are designed to be flexible and adaptable to meet individual needs, suitability and time; adaptable for KS3, KS4 and Post 16, they can be used in one or across multiple lessons.

There is vast range of valuable resources made available by a host of other organisations, providing advice and materials to support work relating to this topic; the link below gives access to a directory of useful resources.

Aims

  1. To introduce and develop basic knowledge of 4 common illegal drugs
  2. To develop knowledge of the consequences illegal drugs can have to health and in law
  3. To develop skills and ability to make healthy and safe choices
  4. To develop knowledge of how and where to get support

Learning Outcomes

  • Improved basic understanding of 4 common drugs; why they are illegal, appearance, dangers and the law
  • Improved understanding of the the consequences illegal drugs has to health and in law
  • Increased skills to identify and manage risk needed to make good choices to stay healthy and safe
  • Awareness of relevant support services and how to access them in school. locally and nationally

Lesson Resources

Each of the 4 stages aligns with one of the aims and learning outcomes, providing users a flexible and focussed approach to lesson delivery; activity resources and user notes can be accessed via the links below.

Setting the Learning Environment and Welfare

Safe4me recognises the importance of planning and preparing pupils for learning; please read the guidance below prior to using the resources to ensure the best possible learning experience and outcomes for pupils.

Welfare

  • Ensure pupils have been prepared for the topic prior to this lesson.
  • Ensure follow-on work is planned to develop further learning
  • Be mindful of the nature or sensitivity of the subject and AVOID personalising or directing questions at individuals, i.e. ‘Has anyone ever seen/done/been affected by……’
  • Be aware of Safeguarding policy regarding disclosures or concerns for welfare and safety.
  • Reassure pupils that they are not expected to give real life experiences
  • Explain procedure for leaving the class if pupils feel upset or uncomfortable; where/who to go to.
  • Ensure you sign-post pupils to follow-on support; include staff in school and other services recommended in this resource or network directory.
  • Given the nature or sensitivity of the topic, consider pupils who may wish to ask questions, express views or share their experiences in forms other than verbally.
  • Suggestion: site a ‘post box’ in classroom/school.

Ground Rules

  • Introduce topic, explaining the consideration needed when contributing i.e. feelings and values of others
  • Inform pupils of boundaries: what is expected, what won’t be tolerated and any subsequent consequences
  • Explain objectives, process, and the value of exploring the topic and allowing pupils time to prepare themselves for learning
  • Explain value of peer-learning through sharing values, views and knowledge; and the added value of listening if choosing not to contribute verbally.

Getting started

The starter activity resources are designed to capture base knowledge and prepare pupils for learning about the topic; some can be re-visited at the end of the lesson to evidence the learning journey.

Activity guide sheet

Contains suggestions and links to the starter resources.

Finishing up

Suggested activity resources can be accessed via the link below; they are intended to capture the learning journey by re-visiting the option chosen at the start or by using another.

Activity guide sheet

Contains suggestions and links to the resources.

Parent Information

All resources in this section are intended as a home-school link to inform and support parents and carers by contribute to their child’s welfare and education; by clicking the links below, these can be printed or sent electronically via parent mail.

Parent and Guardian Resources (zip file)

Parent Information and Notices

All resources in this section are intended as a school to home link to inform and support parents and carers to contribute to their child’s welfare and education; these can be printed or sent electronically via parent mail.  All can be found in the above attachment.

Parent and Guardian Notice

Sexting: ‘What’s all the Fuss?’ – Facts for Parents

Safe4me CSE Advice for Parents

Useful Links and Resources

This section provides links to other useful resources to support schools to keep children and young people safe.

CSE

Barnados ‘SPOT THE SIGNS’ leaflets – For Young people, parents, service providers, and professionals

NSPCC – Schools Guide to protect young people from CSE

Sexting

ACPO Guidance: Document relating to the current position of Police regarding young people who post self-taken indecent images.

‘Picture This’ – Drama Resource: Comprises of a 25-minute play script and lesson plans that seek to educate and enlighten young people about the consequences of creating and sending indecent images. Includes advice for handling disclosures

With Friends Like These – Video: This resource aims to raise awareness in young people of the consequences of sharing and publishing images online, demostrating how small actions quickly gain momentum and get out of control.

Exposed – CEOP Resource: Film and supporting materials for teachers to help young people understand how quickly an image can be circulated and the online and offline bullying which may occur as a result

Relationship Abuse

Expect Respect – Resources for schools and professionals relating to Teen Abuse

This is Abuse – Discussion guide for practitioners (excellent resource section)

This is Abuse – Website for young people to be shared with pupils

Mental Health & Wellbeing

Public Health England – Promoting children and young people’s emotional health and wellbeing (excellent resource section)