Beacon Schools Project - Planning Guide Level 7

Beacon Teachers: Karalee Green, Maryanne McAllum, Maureen Martyn, Tricia Robertson, Anne Grimmer, Dianne Stewart, Jacqui Symes, Roz White, Debbie McDonald, Rosie Brodie, Vanda McKerchar, Sue HarlowProfessional Leader: Gillian Tasker

Unit of Work: Alcohol Use in New Zealand

Links to Achievement Standards: These activities will help prepare students for assessment against AS 90326 Health 2.1 Examine an adolescent health issue. They will also help prepare students for assessment against: AS90327 Health 2.2 Examine aspects of Mental health and AS90328 Health 2.3 Develop, describe and implement a plan of action to enhance hauora/well-being, if student alcohol use is used as an issue to take action on.

Links to Unit Standards: These activities will help prepare students for assessment against: Health Education 14260 Level 1 Demonstrate knowledge and skills to make safe choices in situations involving alcohol, Health Education 14263 Level 2 Explore issues related to alcohol and driving and Health Education 14264 Level 3 Examine societal issues related to alcohol

Notes to the TeacherThis unit is based on activities within the resource Social Issues – Alcohol: A resource for health teachers of years 12 & 13 students (2002) which has been developed specifically to meet the needs of teachers working at Levels 7 & 8 of the curriculum. Use and misuse of drugs other than alcohol will arise throughout the use of this resource. Processes outlined in the resource can be used to address these, and students can be encouraged to research other drugs. Professional development opportunities are available for this resource in all regions of New Zealand. Regional contacts for this professional development can be found in the Beacon Project introductory section.

A safe supportive learning environment will be important since alcohol is such an integral part of many New Zealanders’ lives. Issues raised in class could have emotional significance for some students. For example, care should especially be taken with the story telling activities in Theme Two.

It is important for teachers to ensure students know what the intended learning outcomes for each lesson are so they have a clear understanding of the intended learning to be achieved through the learning opportunities provided. Making links to previous lessons, and enabling students to see where the lesson is heading assists them to have a clear sense of purpose thus enhancing involvement in activities.

It is assumed that the achievement standards will be used for summative assessment for qualification purposes. Possible formative assessment opportunities will be provided through classroom observation and in the form of “learning journal” entries. To enable maximum participation in student-centred, interactive classroom learning approaches, learning journal entries are designed to be used as homework sheets rather within the body of the lesson since they provide opportunities for students to engage in reflection, consolidate learning and apply understanding to other situations. They also provide teachers with opportunities to give feedback and feed-forward to students in relation to their progress towards meeting the intended learning outcomes.

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Round table discussionA useful collaborative strategy teachers can use for giving feedback, when appropriate, is a ‘round table' discussion. The class forms a circle and students share their responses to the learning journal questions. They are encouraged by the teacher to give each other feedback. The teacher’s role is largely facilitation, adding comments only when student interaction needs guidance or further information. Students can amend their learning journal entries as a result of the process. Students can then be involved in deciding what needs to happen next to extend their learning in this context i.e. feed-forward.

The learning journal entries are examples only, and teachers should adapt or extend these to meet the learning needs of their students.

To assist students in self assessment of their progress towards meeting the intended learning outcomes, criteria for success are identified for each learning journal entry. These indicate to students what learning they are required to demonstrate in their responses. Once again, this should assist in making expectations of learning necessary for achievement at this level, transparent for students.

Links to the CurriculumKey Area of Learning: Mental healthUnderlying Concepts: Hauora: This unit of work examines the effects of alcohol on individuals and groups in society from a holistic perspective i.e. physical, social, mental and emotional and spiritual dimensions are all considered.

Health Promotion: Students are encouraged to take action through advocacy in relation to health harming factors in society and on behalf of groups affected by alcohol misuse; and to participate in alcohol related health promotion action within their school community.

Socio-ecological perspective: Students examine the determinants of alcohol use for particular groups within New Zealand society and examine historical perspectives of alcohol use in New Zealand.

Attitudes and Values: Through examination of the determinants of alcohol use students identify relevant social justice issues and develop care and concern for others affected by the misuse of alcohol. They identify their own attitudes and values in relation to alcohol and are encouraged to adopt a positive regard for their own well-being in relation to alcohol use.

Recommended Resources• Alcohol Advisory Council & Ministry of Health, 2001. National Alcohol Strategy2000-2003,

Ministry of health, Wellington.• Alcohol Advisory Council (ALAC), 2002. Planning Parties: A resource for those working with students organising safe afterball parties.• Habgood R., Casswell S., Pledger M. & Bhatta K., 2001. Drinking in New Zealand: National

surveys comparison, 1995 & 2000. Alcohol Public research unit, University of Auckland.• Field, M., & Casswell, S. 1999. Drug Use in New Zealand: Comparison surveys, 1990 & 1998.

Health Research Council of New Zealand & Alcohol Advisory Council of New Zealand.• www.alcohol.org.nz• www.urge.co.nz• Social determinants of health: the solid facts – accessible from web-sites

http://www.who.dk/healthy%2cities/st.htm, or http://www.who.dk/document/e59555.pfd (World Health Organisation, 1998). A summary of this information is also found on pgs…. of this resource.

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• Tasker G. & Hipkins, R. 2002. Social Issues-Alcohol: a resource for health education teachers of years 12 and 13 students. Christchurch College of Education.

• Tasker G. (Ed), 1998. Caring for you self and others; An alcohol education resource for secondary students. Christchurch College of Education, Christchurch, NZ.

• Ministry of Education, 1994. Taking action: Life skills in health education. Ministry of Education, Wellington, New Zealand.

• Videos such as “True life stories” from Communicado, Auckland; • “Drinking for two’ from ALAC: • “Gene in a Bottle”, TV 3 Documentary August 8th, 2002.• Local Police Education Officer may be a useful guest.

It is recommended that teachers subscribe to the New Zealand Drug Foundation newsletters and also be on the mailing list for ALAC newsletters. The “Listener” often includes useful and topical health related articles related to alcohol and other drugs.

Prior LearningIt is assumed that students will have experienced comprehensive learning opportunities in alcohol and other drug education during their health education programme in years 9 – 11.

Students will need to have participated in Activities 5A, 5B & 5C, Theme One, focusing on the ‘Determinants of Health’ from the resource Social Issues – Alcohol: A resource for health teachers of years 12 & 13 students (2002) early on in the year.

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Unit Plan: Alcohol Use in New ZealandAO & Level

Intended Learning Outcomes

Processes/Activities/Strategies Assessment Opportunities

6A1 Students will clarify their existing ideas of the effects of alcohol on Hauora

Select activities for revision from Caring for yourself & Others, e.g. Activity 7 Volume 1; and Activities 1- 4 Volume 2

Diagnostic assessment (clarifying existing ideas)Classroom observationCompletion of Learning Journal 1

7A1,7A4 & 7C2

Students will examine their own and others’ assumptions about drinking patterns across the life span in contemporary New Zealand society

Engage students in critical thinking about commonly held assumptions about alcohol use in New Zealand society • Theme Three Social issues – Alcohol, Activity 1(continuum pg 51) or Activity 2 (Neutral chair debate p56) • Theme One Social issues – Alcohol, Activity 1 (Alcohol use at different stages pg 16) and Activity 2 (Assumptions we make pg 18)

Formative assessmentObservation of continuum Activity 1 Theme 3.Completion of Learning Journal 2

7A3,7A4,7C2,7D1, 7D2 & 7D3

Students will analyse the relationship between key determinants of health and the drinking patterns of an identified high risk group in NZ society

Students focus on adolescents as a ‘high risk’ group in relation to alcohol use and research which determinants of health are influential in their alcohol misuse. They explore ways harm could be minimised and engage in some form of advocacy to address this.• Theme One Social Issues- Alcohol Activity 3 (Consumption and consequences pg 22), • Theme One Social Issues- Alcohol Activity 5D (Risk factors influencing the misuse of alcohol pg 39), with a focus on adolescents (Note: this activity can be used at level 8 with groups in NZ other than adolescents)

Formative assessmentStudents report back to the class on their advocacy letter. Learning Journal 3Learning Journal 4

7C2

7A3

Students will analyse how the beliefs, attitudes and experiences of others and themselves have shaped choices, and the consequences of these in relation to alcohol.

Students will examine

Story telling is used as a way of enabling students to develop understanding of, and empathy for, the complexity of people’s lives in relation to drug misuse. Other peoples’ stories are examined first and then students’ are encouraged to tell their own in order to think critically about choices and decisions and the consequences of these. • Theme Two, Social issues- AlcoholActivity 1 (Some personal stories. pg 41), Activity 2 (Stories from other perspectives pg 44) and Activity 3 (Telling our own stories pg 46).• Pgs 94 –102, Taking Action: life skills in health education.

Formative assessmentCompletion of Learning Journal 5.

Completion of Learning Journal 6

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&7C3

decision making about alcohol use that enhance well-being.

Activities examine what influences our decisions, understanding the decision–making process (revision), choices and consequences in relation to decision-making.

7D1 & 7D3

Students will critically examine how advertising practices and legislation are related to the promotion of safe and healthy communities.

Students examine past and present advertisements and analyse these in relation to legal Advertising Codes. • Activity 15 pg 40 Caring for ourselves and others Volume 2.• Theme Four: Alcohol advertising, Social Issues- Alcohol Activity 1 (From then to now pg 58).

Formative AssessmentCompletion of Learning Journal 7.

7A3,7D2,&8D3

Students will devise, implement and evaluate a strategy to encourage the safe use of alcohol by a targeted group in their community.

Students will actively engage in a health promotion activity, identified by them, to contribute to creating a safer community. The community may be within their school focusing on some part of the student population, or within the wider community. Select from activities 1–4, Theme Five, Social Issues Alcohol, ensuring that an evaluation is included.

Summative AssessmentActivities will help prepare students for assessment against achievement standard AS90326 Health 2.1 Examine and adolescent health issue

Summative AssessmentActivities will help prepare students for assessment against achievement standard AS90328 Health 2.3 Develop, describe and implement a plan of action to enhance hauora/well-being

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Learning Journal 1: The Effects Of Alcohol on Hauora

Success Criteria: Students can identify personal, interpersonal and societal effects of alcohol on each dimension of

Hauora.

TinanaShort term1.

2.

3.

Long term1.

2.

3.

HinengaroShort term1.

2.

3.

Long term1.

2.

3.

WairuaShort term1.

2.

3.

Long term1.

2.

3.

WhanauShort term1.

2.

3.

Long term1.

2.

3.

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Learning Journal 2: Challenging Myths and Assumptions about Alcohol

Success Criteria:• Students can identify some commonly held assumptions about alcohol in New Zealand society.• Students will be able to analyse who benefits from this assumption and who is disadvantaged.

Task:Describe three commonly held assumptions and analyse these using the questions asked.

Assumption 1 (describe)

Who benefits from this assumption? (give reason/s)

Who is disadvantaged by this assumption? (give reason/s)

My opinion about this assumption is:

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Learning Journal 3: Consumption and Consequences

Success criteria:• Students can use data to explain adolescent drinking patterns and the possible consequences of

these• Students can explain factors (determinants of health) that influence ‘high risk’ adolescent drinking

patterns

Task 1:Using the information/data provided in class about adolescent drinking patterns in New Zealand, describe 3 changes that have occurred in these patterns since 1995, and their possible consequences.

Change Possible Consequences

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Learning Journal 3: Contd.

Task 2:Explain the relationships between at least 6 relevant determinants of health and high-risk adolescent drinking behaviour. (Two examples have been provided.)

Determinant Behaviour Possible Consequencee.g. social gradient (economic)

Belongs to a large family with no-one employed

Drinks regularly to escape reality Ill effects on all aspects of Hauora. Chances of gaining qualifications for future employment reduced

e.g work

In a lot of trouble at school – has no after school employment

Drinks to overcome dissatisfaction, or a sense of failure

Work deteriorates further (spiral down effect)

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Learning Journal 4: Advocacy to Reduce Harmful Patterns of High Risk Drinking amongst Adolescents

Success Criteria:• Students can write a letter to an appropriate group or person, asking for assistance to reduce the

misuse of alcohol by adolescents.

Task:Write a letter to a person or group who you consider could influence adolescent drinking patterns outlining:

• what you see as the problems of adolescent drinking;

• what contributes to, or causes these problems;

• changes you believe need to occur to improve the well-being of adolescents;

• how you think this person or group can assist the changes.

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Learning Journal 5: Storytelling

Success Criteria:• Students can analyse a story to identify influencing factors and consequences of misuse of alcohol.

Task:Select a story about an adolescent’s use of alcohol, and identify and comment on:

• the beliefs, attitudes and experiences that shaped/ influenced their behaviour in relation to alcohol;

• the consequences of this misuse of alcohol on their well-being;

• the learning for you from this story.

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Learning Journal 6: Decision Making in Relation to Alcohol Use.

Success Criteria:• Students can identify influences on their personal decision making in relation to use or non-use of

alcohol

Task:Complete the following chart in relation to your choices to drink, or not to drink alcohol.

Who or what influences me

Explanation

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Learning Journal 7: Alcohol Advertising and the Advertising Codes of Practice

Success criteria:• Students can analyse the messages conveyed by alcohol advertisements• Students can demonstrate understanding of how the Advertising Codes of Practice apply to alcohol advertising

Task 1:Choose 2 advertisements for alcohol from radio, TV or the print media and answer the following questions.

Advertisement 1 Advertisement 2Product: Product:• What images of men are portrayed?

• What images of women are portrayed?

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• Does the advertisement imply a change in feelings as a result of using alcohol? Explain.

• Is any social or sexual success implied? How?

• Is the advertisement making any links to New Zealand culture or traditions? If so, how does this reinforce existing cultural expectations?

• Do these advertisements meet the current Advertising Codes of Practice?

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Learning Journal 7: Contd.

Task 2:Design an advertisement targeting 18 –20 year olds, that meets the advertising codes and that contains health-enhancing messages in relation to alcohol use.

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