A Stage 2 and 3 ce - It Couldn't Happen To Me · PDF fileA Stage 2 and 3 ce Drug Prevention Programs ... Drug education lessons at school provide children with up-to-date ... A Stage

A Stage 2 and 3

alcohol education resource

Drug Prevention Programs

415_Message in a Bottle Resource 11/2/08 11:09 AM Page 1

© State of NSW, Department of Education and Training, Student Welfare Directorate, 2007

RESTRICTED WAIVER OF COPYRIGHTThe printed material in this publication is subject to a restricted waiver of copyright to allow the purchaser to makephotocopies of the material contained in the publication for use within a school, subject to the conditions below.

1. All copies of the printed material shall be made without alteration or abridgement and must retain acknowledgement of copyright.

2. The school or college shall not sell, hire or otherwise derive revenue from copies of the material for any otherpurpose.

3. The restricted waiver of copyright is not transferable and may be withdrawn in the case of breach of any of these conditions.

ISBN 073138545-4

SCIS 1332923

All enquiries about Message in a Bottle: A Stage 2 and 3 alcohol education resource should be addressed to:

Drug Prevention ProgramsNSW Department of Education and TrainingLocked Bag 53DARLINGHURST NSW 1300

Email: [email protected]

For more information on drug education in NSW government schools refer to www.schools.nsw.edu.au/learning/yrk12focusareas/druged/index


Message in a Bottle: A Stage 2 and 3 alcohol

education resource


Message in a Bottle: A Stage 2 and 3 alcohol education resource© State of NSW, Department of Education and Training, 20072

Foreword• Rationale

• About this resource

Section 1: Background information• What is alcohol?• Current research

• Physiological effects of alcohol on young people• Australian secondary school students’ use of alcohol in 2005 Report

• Effects of alcohol on the body• What is binge drinking?

• Fetal Alcohol Syndrome (FAS)• Alcohol products and labelling

• What are the laws about alcohol?

Section 2: Alcohol education in primary schools• Teaching alcohol education in primary schools

• Principles for school drug education• Developing interpersonal and intrapersonal skills through drug education

• Communication• Assertiveness

• Decision making • Dealing with sensitive and controversial issues

• Handling personal questions about drug use

Section 3: Parent information• Why hold a parent information meeting?

• Outcomes of the parent information meeting• Information for parents

• Talking to your child about alcohol• Parent session outline

Section 4: Teaching and learning activities for Stage 2• Syllabus Links for Stage 2 outcomes in PDHPE K-6 Syllabus• Syllabus Links for Stage 2 outcomes in English K-6 Syllabus

• Overview of outcomes• Focus area 1: What’s this book about?

• Focus area 2: What is alcohol?• Focus area 3: You be the expert• Focus area 4: Looking at labels

Section 5: Teaching and learning activities for Stage 3• Syllabus Links for Stage 3 outcomes in PDHPE K-6 Syllabus • Syllabus Links for Stage 3 outcomes in English K-6 Syllabus

• Overview of outcomes• Focus area 1: Book orientation and news report

• Focus area 2: Effects of alcohol on self and others• Focus area 3: Media and advertisements

• Focus area 4: Decisions and consequences• Focus area 5: Alternatives to using alcohol

Section 6: References

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Message in a Bottle: A Stage 2 and 3 alcohol education resource© State of NSW, Department of Education and Training, 2007 3

ForewordThe NSW Department of Education and Training has a responsibility to promote the health andwellbeing of students within its care.

Government schools promote the health of students within the context of their student welfareinitiatives and Personal Development, Health and Physical Education (PDHPE) programs. These programs provide a framework for supporting the social, physical and emotional healthof students.

RationaleDrug education in primary schoolsChildren learn about drugs such as medicines, alcohol and tobacco from what they see andhear in their families, school and community. Children also learn about drugs from the television, internet, magazines and movies.

Drug education lessons at school provide children with up-to-date information about drugs in a safe and caring setting. Students learn about the importance of being healthy and practiseskills that help them stay safe.

Alcohol is the most widely used legal drug (except for caffeine and medications) in Australia.The National Alcohol Strategy 2006–2009 reported that 83 per cent of Australians consumedalcohol in 2004.

Many young people have experimented with alcohol by the time they reach secondary school.The average age for young people to begin experimenting with alcohol is between 12 and 14years of age (for both boys and girls). Often this experimentation occurs in their homes or thehomes of relatives or friends.

The Australian secondary school students’ use of alcohol in 2005 Report indicates that:

• 39 per cent of students aged 12 years reported using alcohol at least once in the past year, 17 per cent reported using it in the past month and 10 per cent reported using it in the past week

• of those 12-year-old students who reported using alcohol in the past week, less than half a per cent drank at a risky level on at least one occasion. Drinking alcohol at risky levelsincreased to 21 per cent amongst 17 year olds.

Research indicates that alcohol education will be most effective if introduced before behavioural patterns are established and reinforced throughout the stages of development.This resource is intended to be introduced in the middle to late primary years.

According to The Australian secondary school students’ use of alcohol in 2005 Report, drinking at a risky level refers to those males who consumed seven or more alcoholic drinkson at least one day of the preceding seven days and those females who consumed five ormore alcoholic drinks on at least one day of the preceding seven days (harmful drinking).



About this resourceThis resource has been produced to develop students’ awareness of the possible harmfuleffects of alcohol, and to help them make informed decisions about alcohol and other drugs.

The resource is intended to demonstrate the use of children’s literature to teach drug education and provide opportunities for students to work towards achieving outcomes fromthe NSW Board of Studies Personal Development, Health and Physical Education (PDHPE) K-6 Syllabus and the English K-6 Syllabus. It is an integrated model for literacy strategies anddrug education to achieve the outcomes of both the PDHPE and English syllabuses.

This resource contains six sections:

Section 1: Background information provides teachers with accurate and up-to-date information to better answer students’ questions about alcohol.

Section 2: Alcohol education in primary schools informs teachers about research findingsrelating to alcohol education. This section also provides guidance in teaching interpersonaland intrapersonal skills, dealing with sensitive and controversial issues, and involving external agencies.

Section 3: Parent information provides a facilitator’s guide to conducting a parent meeting to help raise parents’ awareness of drug education and alcohol issues.

Section 4: Teaching and learning activities for Stage 2 which link to the narrative, Message in a Bottle.

Section 5: Teaching and learning activities for Stage 3 which link to the narrative, Message in a Bottle.

Section 6: References.

The narrative, Message in a BottleMessage in a Bottle follows the adventures of two children. They have been asked by theAlcohols, who live in a far away land, to deliver messages about alcohol to adult humans. The narrative is designed as a stimulus for the commencement of the unit of work andlinks to the teaching and learning activities for Stages 2 and 3.


Section 1: Background informationThis section will enable teachers to provide accurate and up-to-date information and betteranswer students’ questions about alcohol.

What is alcohol?The alcohol in alcoholic beverages is ethanol. Beer, wine and spirits all contain ethanol that hasbeen produced using fermentation. Spirits contain alcohol that is further concentrated by distillation.

Fermentation is the process in which yeast breaks down sugar into alcohol and carbon dioxide.Distillation relies on ethanol having a lower boiling point than water. When the fermented drink is heated the ethanol vaporises and the water is left behind. The ethanol gas is cooled and condenses into a strong concentration of ethanol liquid.

Pure alcohol is a colourless liquid and has no taste. Alcoholic drinks vary in appearance and taste due to the other ingredients added to them and as a result of their method of manufacture.

Current researchAlcohol is second only to tobacco as the largest contributor to drug related health harms inAustralia. The main causes of alcohol related deaths are cancer, cirrhosis of the liver and roadtrauma. Among people aged 15 to 34 years, alcohol is responsible for the majority of drugrelated deaths and hospitalisations. Alcohol misuse also contributes to numerous social issuesincluding homelessness, domestic violence, child neglect and abuse, crime, including assault,and anti social behaviour.

For many individuals and groups, consuming alcohol is a pleasurable and sociable experience,and there may be positive benefits associated with alcohol use. Evidence suggests that, forpeople from middle age onwards, drinking alcohol at low risk levels is clearly associated withreduced risk of coronary heart disease and possibly also with a reduced risk of ischaemic stroke(National Expert Advisory Committee on Alcohol 2001a).

Many Australians view alcohol use as normal, sociable and expected. Alcohol use is often associated with ‘mateship’ and as a rite of passage to being an adult. While mateship is positive, some boys have a narrow understanding about masculinity which adversely impactsupon their view of mateship, and which may promote behaviour such as excessive alcohol consumption. Some groups in Australia have a culturally different history and different attitudeto alcohol use. Patterns of alcohol use amongst first generation migrant groups often reflectsthe attitudes of their homeland rather than those of contemporary Australia. For example,some religious groups abstain from alcohol.

Compared with thirty years ago, alcohol is now more widely available. In many areas, clubs and hotels are a primary source of entertainment and often a central meeting place for communities.


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Physiological effects of alcohol on young peopleDrug misuse during adolescence is of particular concern as this is a time of cognitive and emotional development. Research (White A. M. 2003) indicates that brain development continues into early adulthood. Brain functions such as self-control, judgement and emotionsundergo the greatest changes during adolescence and are shaped by experience. Decisionsmade by adolescents, such as excessive consumption of alcohol, may influence their consequent brain development.

While the overall size of the brain increases little beyond early childhood, important structuraland functional changes take place as one progresses from childhood to adulthood. Recent evidence suggests that alcohol affects adolescents differently from adults because of thechanges in brain function that occur during adolescence.

It also appears that adolescents might be particularly vulnerable to the long lasting effects ofalcohol use. Laboratory results involving rats suggest that alcohol exposure during adolescencemakes them more sensitive to alcohol induced memory impairments later in life. In humans,cognitive impairments have been detected in adolescent alcohol abusers some weeks afterthey had stopped drinking. The causes of these changes are unclear, but may result in braindamage and/or alterations in normal brain development.

Australian secondary school students’ use of alcohol in 2005 Report

How many young people drink alcohol?Among 12 to 15-year-olds, drinking prevalence declined during the 1980s and then increased during the 1990s. In 2002, it continued to increase and was almost at the levels reached in1984. There has been a small increase in the proportion of 12 to 15-year-olds drinking at harmful levels since 2002.

In 2005, 86 per cent of students aged 12 to 17 years had some experience with alcohol. Forboth males and females, drinking experience increased rapidly with age. The proportion of‘current drinkers’ (those who had consumed alcohol in the week prior to the survey) increasedfrom 12 per cent of males and 7 per cent of females at age 12 to 52 per cent of males and 46 per cent of females at age 17. Less than half a per cent of 12-year-old males consumedseven or more drinks on one occasion in the past week, and less than half a per cent of 12-year-old females consumed five or more drinks on one occasion in the past week.

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Figure 1. Percentage of students according to age and sex who had consumed alcohol in thepast year.

Adapted from White, V. and Hayman, J. (2005) Australian secondary school students’ use ofalcohol in 2005 Report, The Cancer Council of Victoria.

Figure 2. Percentage of students according to age and sex who had consumed alcohol in thepast month.


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Figure 3. Percentage of students according to age and sex who had consumed alcohol in thepast week prior to the survey.


What type of alcoholic drinks do young people consume?The preferred alcoholic drink for males and females, aged 12 to 17 years, was a type of spirit(for example, vodka, scotch, rum). In total, 35 per cent of young people drank spirits, with 29 per cent drinking premixed spirits and 34 per cent consuming spirits that are not premixed.Females were more likely to consume premixed spirits while males consumed spirits that werenot premixed. Across all age groups and across both sexes, the next most commonly consumed alcoholic drink was beer (21 per cent), followed by wine (5 per cent).

Where do young people prefer to drink?The most common places for drinking alcohol for 12 to 17-year-old males and females whodrank in the previous week were:

• at home (30%)• at parties (33%)• at a friend’s home (15%)• in a public place like the beach or a park (5%).

Where do young people get access to alcohol?Students aged 12 to 15 years indicated that their last alcoholic drink was:

• from their parents (39%)• from friends (20%)• bought for them by someone else (16%)• from siblings (9%)• taken from home (6%).

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Young people drank more when outside the family home and when in the presence of peers.A full copy of Australian secondary school students’ use of alcohol in 2005 Report is available atwww.nationaldrugstrategy.gov.au/internet/drugstrategy/publishing.nsf/Content/mono58

Effects of alcohol on the body• Alcohol slows down the activity in the brain and the nervous system.• Alcohol does not need to be digested in the stomach. It passes straight into the

bloodstream.• Alcohol is absorbed directly into the bloodstream through the walls of the stomach and

small intestine. It is then quickly distributed to all parts of the body, including the brain.• The liver is the main organ of the body responsible for removing alcohol from the

bloodstream.

The short term effects of using alcohol may include:

• relaxation• reduced concentration• lack of coordination and slower reflexes• loss of inhibitions and increased confidence• flushed appearance• blurred vision• slurred speech• intense moods, e.g. aggression, elation, depression• headache• sleepiness• nausea and vomiting• at high doses–coma and death.

The long term effects of alcohol use may include:

• dependence (alcoholism)• damage to the heart, stomach and brain• damage to the liver–cirrhosis, hepatitis and cancer• sexual impotence and a reduction in fertility• concentration and short term memory problems• depression• family and relationship problems• poor work performance• legal and financial problems.

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What is binge drinking?Binge drinking (drinking to get drunk) is drinking heavily over a short period of time, or drinking continuously over a number of days or weeks. A person who binge drinks may usually have restrained drinking habits, but may frequently overindulge to an extreme level.Binge drinking can lead to alcohol poisoning.

Binge drinking is most common among 14 to 24-year-olds.

Some common names for binge drinking, or of a binge drinker, are:• getting smashed• drinking to get drunk–a 'bender'• occasional bouts of heavy drinking by young and/or non-dependent people• intermittent, or irregular, episodes of excessive drinking• a person who is normally restrained in their drinking habits but who, at frequent intervals,

overindulges to a marked degree.

Binge drinking can be immediately and directly harmful to the drinker’s and others’ health, e.g. risky behaviour or assault can expose the drinker and others to risk of injury, or even death (short term harms). Research indicates that binge drinking can also have long lastingeffects on a drinker’s health and wellbeing (long term harms).

How does alcohol affect different people?• Size and weight: Smaller, lighter people are more quickly affected because the alcohol is

concentrated in a smaller body. Heavier, taller people will be less affected by the sameamount of alcohol as they have more blood and water in their bodies in which to dilute thealcohol.

• Sex: Women, because of their size, body type, and the way their bodies metabolise alcohol,are more quickly affected by alcohol than men are, and more vulnerable to both the acute and chronic effects of alcohol misuse.

• Age: Younger people react differently from adults to alcohol. With less alcohol than it takes for an adult, a child may develop low blood sugar (hypoglycemia), breathing difficulties, fits or go into a coma.

• How quickly a person drinks: It takes the liver approximately one hour to metabolise thealcohol in one standard drink (10 grams). This varies for males and females.

• Experience: If a person drinks regularly they can become more used to the effects of drinking, but the damage done to the body is the same.

• Mood: Alcohol can intensify a person’s mood. For example, if a person is feeling angry, drinking could make them aggressive.

• Other drugs: Mixing alcohol and some medications and other drugs can be very risky. It can stop medications from working the way they were designed to. The effects differ depending on what the person is taking.

• Type of alcoholic drink consumed: Carbonated alcoholic drinks (for example, Breezers) get into a person’s blood stream more quickly than non-carbonated drinks.

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Fetal Alcohol Syndrome (FAS)Alcohol is capable of producing birth defects in the developing embryo and fetus. It can affectphysical growth and brain development throughout the whole pregnancy.

What is Fetal Alcohol Syndrome?Fetal Alcohol Syndrome is a group of birth defects caused by heavy alcohol use during pregnancy.

Babies diagnosed with FAS are usually smaller than expected at birth and have unusual facialfeatures including small eye-openings, small faces, jaws and upper lips. Some may have heartdefects, minor joint and limb abnormalities and can have significant developmental delay andbehaviour problems. Diagnosis is generally made on infants and young children, as the features of FAS are not always obvious prior to two years of age or during adolescence.

Alcohol related effectsNot all babies exposed to alcohol before birth are affected by FAS, or affected to the samedegree, but they may be born with Fetal Alcohol Effects (FAE) such as significant developmental delay and behaviour problems. These can include reduced attention span, irritability, distractibility, and problems with memory, thinking and learning.

The term Fetal Alcohol Effects was developed to describe the wide range of alcohol effects onthe developing embryo and fetus in the absence of full FAS (Rosett 1980).

The fetus is more vulnerable to alcohol in the early weeks of pregnancy, with the highest riskbeing between two and eight weeks. Exposure to alcohol intake does not always result inFAS/FAE. In fact, these anomalies appear to depend on other factors including:

• timing of alcohol intake and the stage of fetal development• pattern and quantity of alcohol consumption (dose and frequency)• use of other drugs• socio-behavioural risk factors such as maternal age and/or duration of drinking,

socio-economic status, race, genetic differences, polydrug use. (National Fetal Alcohol Syndrome Workshop 2002).

How does alcohol affect the fetus?The exact way that alcohol causes damage to the fetus has not been determined. Alcohol is thought to affect fetal and cell growth through malnutrition by inhibiting the uptake of nutrients from the gastrointestinal tract. Alcohol has a small molecular size which allows it to freely cross over to the fetus through the placenta allowing nearly equal concentrations in both the mother and fetus.

What level of alcohol is safe for the fetus?Research has not been able to determine the exact amount of alcohol that is "safe" for the development of the fetus. However it does support an association between excessive consumption of alcohol by women who are pregnant and FAS.

Women who drink heavily during their pregnancy are much more likely to have babies who are affected by FAS. There is no clear evidence of FAS risk if a pregnant woman engages in low risk drinking.

Protecting babies from FASResearch has shown that knowledge and awareness in the community is necessary. Accurateinformation must be provided with a focus on prevention strategies. No alcohol during pregnancy is the best protection for babies.

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Alcohol products and labelling

What are other names for alcohol?These include: drink, grog, piss, booze, liquor, sauce, cans, tinnies and stubbies.

Alcohol comes in many different types of containers (bottles, cans, glassware, casks, kegs, barrels). The colour of alcoholic drinks can vary greatly which can sometimes lead to confusionwith non-alcoholic drinks.

How strong is alcohol?Different alcoholic drinks have different strengths. For example, a middy of beer has a lot lessalcohol than a middy of vodka. All alcoholic drinks contain a substance called ethanol (purealcohol). The strength of an alcoholic drink depends on the amount or percentage of ethanol it contains.

By law, alcoholic drink containers must be labelled to show how much alcohol they contain.This is known as the percentage of alcohol by volume. The higher the percentage, the strongerthe drink.

What is a standard drink?A standard drink is a unit of measurement. In the same way one metre measures a particulardistance travelled, one standard drink measures a particular amount of alcohol consumed.

A standard drink is any drink containing 10 grams of alcohol. One standard drink always contains the same amount of alcohol regardless of container size or alcohol type (for example, beer, wine or spirit).

What is the standard drink used for?Instead of counting glasses or containers, drinkers should count standard drinks as a way ofkeeping track of how much alcohol they consume. Counting standard drinks is a much morereliable measure of how much alcohol is consumed compared to counting glasses, bottles, or cans which is misleading because they can contain more than one standard drink.

The number of standard drinks in alcohol beverages is always shown on the label of the container. The consumption limits in the Australian Alcohol Guidelines are based on the standard drink concept. (www.alcohol.gov.au)

LabellingAlcohol products often have different labels (size of label and colours).

The labels are required to be:• in English• distinctly legible and visible.

In addition, all labels must contain the following information:• percentage of alcohol• volume of alcohol/liquid in the container• number of standard drinks within the container• contents/ingredients• expiry date (on beer)• where it was made.

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Types of alcoholic drinks• beer

• regular beer (full strength beer)• light beer

• wine• cider• coolers• sparking wine• mixed drinks also known as RTDs (ready to drink) are drinks that combine a fruit juice or

soft drink with a spirit such as vodka, rum or bourbon.• spirits e.g. brandy, rum, whisky, vodka, tequila, gin, bourbon• liqueurs• sherry• port.

BeerBeer is fermented barley with hops and water added. There are a number of varieties such aslager, draught and bitter. Regular beer is also known as standard or full strength beer and hasabout 5 per cent alcohol/volume. Light beer is beer that is produced with a lower than regularalcohol level. Light beer has between 2.5 per cent to 3.5 per cent alcohol/volume. Beer is soldin cans, bottles (plastic or glass) and kegs. An average sized can of full strength beer (375 mL)contains 1.5 standard drinks.

WineWine is made from fermented grapes. The colour of the grape usually dictates the colour ofthe wine. Wine can also be made from fruits. The standard wine bottle contains 750 mL with 12 per cent to 14 per cent alcohol/volume which is 7.4 standard drinks. Casks usually contain 4 or 5 litres.

CiderCider is made from fermented apple juice. Cider is sold in bottles and cans and usually has 4 per cent to 5 per cent alcohol/volume.

CoolersCoolers are made from blending wine and fruit juices. The alcohol content is lower than wineranging from 4 per cent to 5 per cent alcohol/volume. They are usually sold in small bottles (250mL–340mL) and casks.

Sparkling wineSparkling wine is produced from fermented grapes and is aerated through a variety of processes. A standard sparkling wine bottle holds 750mL but larger and smaller bottles are also available (150mL to 1 litre). The alcohol content of most sparkling wine is 11.5 per centalcohol/volume. A 750 mL bottle contains 7.4 standard drinks.

Sherry and portSherry and port are fortified wines that are produced by adding extra amounts of alcohol.Alcohol strengths range from 18 per cent to 20 per cent alcohol/volume. They are usually sold in 750mL bottles, 2 litre bottles (flagons) and casks.

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Note: The information on alcohol and the law does not constitute legal advice and shouldnot be relied upon as such. The information is correct at the time of publication. Peoplewanting formal, legal advice should consult a solicitor.

Premixed drinksPremixed drinks are made by combining a spirit, for example, rum or vodka, with soft drink,fruit juice or energy drink. They are sold in 250mL to 375mL cans or bottles as a premixed drinkand contain approximately 1.5 to almost 3 standard drinks. Alcohol strength ranges from 4.8 per cent to 9 per cent alcohol/volume.

SpiritsSpirits are distilled from fermented sources such as grains, sugar cane and potatoes. Spirits and liqueurs have the strongest alcohol strengths. The alcohol content is usually about 40 per cent alcohol/volume.

LiqueursLiqueurs are concentrated spirits that have been flavoured. Liqueurs are usually sold in glasscontainers ranging in size from 350mL to 700mL with a minimum alcohol content of 15 per centalcohol/volume.

What are the laws about alcohol?

• Alcohol can legally be sold to people 18 years of age or older.• Retailers are prohibited from selling alcohol to persons under the age of 18 years.• ‘Proof of age’ is required if a person’s age is in doubt. Identification types are the same as

required for purchasing tobacco products. Documents that may be accepted in NSW toprove a person’s age are a current driver’s or rider’s licence, Proof of Age Card, NSW PhotoCard or passport. Other documents may also be accepted at a venue’s discretion. The document must be valid and include a photo of the person and date of birth to prove theyare 18 years or older. Using false identification carries a maximum penalty of $1,100.

• A retailer should refuse to make a sale if unsure of any aspect of validity on the identification.

• Exemptions (through the Licensing Court) for minors to be present in specific areas oflicensed premises for pre-organised events can be obtained. Events may include weddings, sporting functions and alcohol-free entertainment.

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Drinking and drivingThroughout Australia, it is an offence to drive with a blood alcohol concentration (BAC) of 0.05or above. For Learner and Probationary drivers the legal limit is zero (0.00).

Blood alcohol concentration (BAC) is a measure of the amount of alcohol in a person’s body. It is measured in grams of alcohol per 100 millilitres of blood. A measurement of 0.05 indicatesthe body contains 50 milligrams of alcohol per 100 millilitres of blood.

As soon as a person begins drinking, the BAC begins to rise and can take 30 minutes to twohours after the last drink to reach its highest concentration. Therefore, if a person has not had a drink for an hour or more their BAC may still be rising, depending on how many standarddrinks they consumed.

Supply of alcohol to minorsIt is illegal to sell and supply alcohol to people under the age of 18 years. The law applies anywhere and at all times, including homes, halls and public places. The law also makes it illegal for minors to drink alcohol in licensed venues and unlicensed restaurants. However,there is a defence to a prosecution if it is established that the minor's parent or guardian supplied the alcohol, or consented to the supply, except if the supply takes place on licensedpremises.

Minors who drink alcohol on licensed premises can be fined up to $1,100. Additionally, if aminor possesses or drinks alcohol in a public place, he or she can be fined up to $20.

The remote sale of alcohol is when alcohol is purchased by telephone, fax, mail order or theinternet. If alcohol is delivered to a minor then the person making the delivery is committing an offence.

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What works What doesn’t work

Short term effectsLong term health consequences

Knowledge Omission of short term consequences

Feedback from surveys of drug useAnalysis of media and socialinfluences that promote pro-drug attitudes

Attitudes aboutdrug use

Omission of perceptions ofpeer drug useOmission of media influencesApproaches which focus mainlyon ethical or moral decisionmaking and values teaching

Drug refusal skillsAssertiveness skillsCommunication skillsSafety skills

Interpersonal skills Omission of interpersonal skills,especially drug refusal skills

Coping skillsStress reduction techniquesGoal settingDecision makingProblem solving

Intrapersonal skills Solely intrapersonal focusSolely self esteem buildingexercises

Section 2:Alcohol education in primary schoolsTeaching alcohol education in primary schoolsAlcohol education in primary schools needs to go beyond simply providing information aboutthe drug and its effects. It needs to be integrated into the school curriculum and delivered bysomeone the students know and trust, ideally the classroom teacher, and not given as a one-offpresentation. Research has found drug education programs are more likely to be effective ifthey:

• provide up-to-date and accurate information on drugs to enhance knowledge• provide opportunities for young people to analyse media and social influences

on drug use• provide opportunities to practise interpersonal skills such as refusals and assertiveness• involve teaching intrapersonal skills, such as decision making, problem solving or goal

setting• enhance social skills, such as using non-verbal cues, conversational skills or complimenting

others• use interactive teaching and learning strategies which encourage students to discuss and

share ideas with each other• involve parents and the community.

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Adapted from Midford, R., Lenton, S. and Hancock, L. 2001 A critical review and analysis:Cannabis education in schools, NSW Department of Education and Training.

Principles for school drug educationPrinciples for school drug education were developed to provide a framework of core concepts and values to support effective drug education practice within schools.

A complete copy of the Principles is available at:www.dest.gov.au/sectors/school_education/policy_initiatives_reviews/key_issues/drug_education/principles.htm.

Developing interpersonal and intrapersonal skills through drug educationThe development of interpersonal and intrapersonal skills is important to the effectiveness of alcohol and other drug education programs. The activities contained within this resource provide opportunities for students to consider attitudes and values, as well as enhance communication, assertiveness and decision making skills.

CommunicationEffective communication is necessary between children, parents and teachers if sensitive issues,such as drugs, are to be discussed in an honest and nonthreatening way. A classroom environment involving acceptance, support and trust will promote the development of effective communication. In a positive and caring environment students can practise and develop communication skills through role play, discussion, partner and group activities.

AssertivenessAssertiveness is a form of communication where individuals express their own thoughts, feelings and beliefs. Assertive behaviour involves acting in your own best interest and standingup for yourself without denying the rights of others. Assertiveness skills are vital in resisting any pressures to use drugs.

What works What doesn’t work

Everyone actively involvedParticipation between peersStudent-generated role playsSupportive comments frompeersRehearsal of drug refusal skillsSufficient practice time ofrefusal skillsPeer modelling of appropriatebehaviourDevelopmentally appropriateactivities to promote bondingbetween younger adolescents.

Delivery of lessons Passive participationLecturesTeacher centred class discussionUnstructured dialogue sessionsEffective classroom management techniques without an accompanying drug education program.

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Decision makingMany children make rushed decisions before considering their options and all possible outcomes or consequences. Children need to be provided with the opportunity to learn andpractise decision making skills in order to help them make informed decisions about drug related situations. A decision making model should be provided that allows for a range ofoptions to be considered before a final decision is made. Possible consequences of eachoption need to be considered and discussed.

Dealing with sensitive and controversial issuesTeaching about drugs may be considered sensitive and controversial. Opportunities should beprovided for children to discuss and reflect on drug related issues in a non threatening environment.

In any effective classroom environment, setting ground rules is important. Agreeing uponground rules enables both the students and the teacher to have a clear understanding of what behaviour is acceptable and expected. Below is an example of a set of ground rules:

• Respect a person’s right to privacy by not using their name when talking about experiences.The same discussion can occur without breaching anyone’s right to privacy by using thirdperson e.g. “I know someone who...” or “A person I know...”

• Respect other people’s opinions. Listen to the ideas of others without ‘putting them down’or harassing them. Everyone has the right to private beliefs and the purpose of discussionis often to listen to a range of values and attitudes expressed and to reflect on personal values, attitudes and behaviours

• People have the right not to offer an opinion if they do not wish to• Each individual is responsible for his or her own behaviour.

When discussing drug use there is a possibility of students revealing sensitive information concerning their own or other people’s drug use. Teachers are reminded of their duty of careregarding students’ wellbeing. Teachers must take reasonable care to protect children againstrisks of harm. Where there are reasonable grounds to suspect abuse or neglect, teachersshould inform the principal.

Students may sometimes reveal personal and private details when discussing drug use. To minimise disclosures that may increase the vulnerability of a student and upset others, makeit clear that students should avoid revealing personal information, which may include drug use,in the group setting.

The technique of positive interrupting may be used to stop students from saying somethingthey may regret later. Interrupt students before they disclose and inform them that they cantalk privately after class if they wish. This should be carried out in a supportive and positive wayby indicating you have heard the student but it would be better if the issue was discussed at alater time.

Handling personal questions about drug useWhen teaching about issues relating to drug use, teachers are sometimes asked personal questions about their own drug use experiences. Students do not have the right to ask suchpersonal questions and teachers do not have the right to ask similar questions of students.Setting clear ground rules concerning this issue at the beginning of the unit of work is the best strategy, while encouraging a mutual respect for individual privacy.

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19Message in a Bottle: A Stage 2 and 3 alcohol education resource© State of NSW, Department of Education and Training, 2007

Section 3:Parent informationSome schools may like to conduct a parent information meeting prior to implementing lessonsabout alcohol. A sample invitation letter to parents is included (page 26). This letter can bemodified or translated to suit any special requirements and placed on school letterhead.

Why hold a parent information meeting?Parents can be a strong positive influence on their children. Parents’ attitudes and behavioursaround drug use, including medications, tobacco and alcohol, have an influence on the decisions children make about drugs. Parents and schools can work together to provide children with the knowledge and skills to help them adopt a healthy lifestyle free of the harmsassociated with drug misuse.

There is evidence that programs that involve parents and children together appear to be moreeffective than those that do not. Parent and community awareness and support for the school’sapproach to teaching drug education is an important component and should be encouraged.

Parents of primary school children are more likely to be involved in school activities than parents of older children. Parent involvement can lead to wider community support for schoolbased programs, including drug education. Partnerships between schools and parents can foster awareness of parent responsibilities as role models for their children.

Some parents may have concerns about providing information about alcohol to primary schoolchildren. Alcohol education at school ensures students:• receive accurate information• practise skills that help keep themselves and others safe in situations where alcohol may

be consumed.

Parents may be more inclined to discuss alcohol issues with their children if they have anunderstanding of the context of the lessons provided at school. Communication between parents and their children on drug related issues may complement the classroom lessons. A parent information meeting can enable parents to become more aware of the effects andpotential harms of alcohol. Latest statistics on adolescent alcohol use can provide a basis forexplaining the need for alcohol education in primary school.

Discussions with parents/caregivers regarding the purpose of the lessons may help to identify particular sensitivities and assist in addressing them. In relation to issues concerning languagebackgrounds other than English, and Aboriginal and Torres Strait Islander communities, teachers may seek assistance from community liaison officers or Aboriginal community liaisonofficers when implementing this resource in the school.

Outcomes of the parent information meetingAt the end of the session parents will:• have a better understanding of alcohol and the reasons for alcohol education• be aware of what their children will learn in the alcohol education lessons• have participated in samples of lessons from the program• be aware of places where further information about alcohol can be located.

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Information for parentsMany children try alcohol during late primary school and high school years, long before it islegal for them to obtain it. Some research has shown that more than 86 per cent of studentsaged 12 to 17 reported they have consumed alcohol.

Alcohol use can have harmful consequences for developing babies, children and young people. Alcohol is capable of producing birth defects in the developing fetus. The consequences of drinking alcohol during pregnancy can include:

• dysfunction of central nervous system• reduced birth weight• premature births• still births• Fetal Alcohol Syndrome (FAS).

In late childhood and adolescence the brain goes through dynamic changes and alcohol canseriously damage short term and long term growth processes.

Frontal lobe development and the refinement of pathways and connections in the brain continue to develop until age 16. The brain is not fully developed until around the age of 20 to 23 years. Damage from alcohol can be long term and irreversible. Short term use of alcohol has been found to cause problems in learning and memory far more in children than in adults. Children and adolescents need less alcohol to suffer the same harmful effects.

Research indicates that the earlier a child or adolescent begins using alcohol the higher the risk of them developing a problem with alcohol.

To help prevent alcohol use by children, it is a good idea to begin discussing alcohol with children at an early age and to continue openly communicating about it as children grow up.

Talking to your child about alcoholParent involvement is seen as fundamental to drug education because parents are key partnersin supporting and reinforcing student learning at home and in addressing any drug issues thatmight arise for their children. It is important to provide an environment at home that allows andencourages children to ask questions. Parents need to talk honestly about alcohol issues withtheir children and listen carefully to what their children have to say.

The later primary school years are a time when parents can influence their childrens' attitudesabout alcohol use and openly discuss the facts concerning alcohol.

Children can be heavily influenced by their friends and their interests may be determined bywhat their friends think. Parents can teach their children how to say "no" and stress the importance of thinking and acting responsibly as an individual.

There are various approaches parents can use to protect their children from using alcohol:

• Being good role models by considering how their use of alcohol may influence their children.• Educating themselves about alcohol so they can be better teachers to their children by

reading and collecting information to share with their children and other parents.• Teaching their children to manage stress in healthy ways, such as by seeking help from a

trusted adult or engaging in a favourite activity.

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The following suggested websites provide information such as facts about alcohol, information for parents and links to other websites.

• Parents and the Communityhttp://www.schools.nsw.edu.au/learning/yrk12focusareas/druged/community.phpProvides information for parents and the community about what is taught in drug education in NSW government schools.

• Introduction to drugs and their effectshttp://www.druginfo.adf.org.au/browse.asp?ContainerID=about_drugsAnswers some common questions about drugs including information about how drugs are classified, how they affect a person and problems they can cause.

• Common questions parents ask about drugswww.druginfo.adf.org.auAims to clarify common questions asked by parents relating to drugs.

• The NSW Office of Drug and Alcohol Policywww.druginfo.nsw.gov.auProvides information on drugs, programs and NSW government initiatives. There is also a range of local and international sites.

• Drug Information @ Your Local Libraryhttp://www.druginfo.sl.nsw.gov.au/Provides information about drug information books and resources available at local libraries and on the internet.

It is equally important to be able to talk openly with your child and to know where to go to gethelp if you are worried about them. If you want to talk to someone about a specific alcohol ordrug problem, contact:

Alcohol and Drug Information Service (ADIS) www.somazone.com.auADIS is a service for parents of children and young people with drug and alcohol issues.Telephone: 02 9361 8000 for people living in Sydney

1800 422 599 for country callers(24 hours, 7 days)

Family Drug Supportwww.fds.org.auFDS provides telephone support to families with complex drug issues.Telephone: 1300 368 186 (9:30am to 4:00pm, Monday to Friday)

Parent Linewww.parentline.com.auParent Line is a telephone help line for all parents of children 0 to 18 years of age living in NSW.Telephone: 13 20 55 (9:00am to 4:30pm, Monday to Saturday)

Aboriginal Medical ServiceAsk the Aboriginal education assistant where available or a person responsible for Aboriginaleducation at your child’s school for details.

Drug and Alcohol Multicultural Education Centre (DAMEC)www.damec.org.auAssists and supports alcohol, tobacco and other drug service providers for culturally and linguistically diverse clients.Telephone: 02 9699 3552

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Parent session outline


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Resource Task

Principal or facilitator

Slide 1

Slides 2 and 3

Slide 4

Welcome and introduction.

Introduce yourself and welcome those who have come to themeeting.

Show Slide 1: Meeting outline.

Explain the purpose of the meeting: In this meeting you willreceive information about alcohol education activities for students in Years 3 to 6.

There are many influences on children when it comes to attitudesand behaviours relating to drug use. These include parents,teachers, peers, the media and the community in which they live.

Parents can be a strong positive influence on their children.Parents’ attitudes and behaviours around drug use, includingmedications, tobacco and alcohol have an influence on the decisions their children make about drugs. It is important for parents and schools to work together to provide children with the knowledge and skills to help them maintain a healthy lifestylefree from the harms associated with drug use.

Alcohol quiz

Show slides 2 and 3: How much do you know about alcohol?

Provide the correct answers and explanations, and discuss wherenecessary. Explain that the quiz has focused on the informationthat is given to primary school students and that their childrenwill learn more in high school.

Show Slide 4: Why teach about alcohol to students in Years 3 to 6?

Explain: Research indicates that prevention programs are moreeffective when they are introduced before most young peopleneed to make decisions about particular drug use. With alcohol,this is during primary school and should continue through secondary school.

Students need to know of the potential harms associated withalcohol use before they are faced with the decision to use or not.



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Resource Task

Slide 5

Slide 6

Slide 7

Show Slide 5: Australian secondary school students' use ofalcohol in 2005 Report–Substances ever used and used in thepast month.

Explain: Every three years a survey, across Australia, about alcohol and other drug use, is conducted with high school students aged 12 to 17 years.

These results from the 2005 survey show that, other than analgesics, alcohol is the drug most often used by young peopleof high school age. It is for this reason that there is a focus onalcohol in school drug education. These results also support theneed to begin teaching alcohol education in primary school.

Show Slide 6: Australian secondary school students’ use ofalcohol in 2005 Report–Percentage of students who haveconsumed alcohol in the past week according to age and sex.

Explain: This survey shows that experience with alcohol is highamongst secondary students and that it becomes more common with increasing age.

Show Slide 7: What will the students learn in the alcohol education activities?

Drug education is taught as part of the Personal Development,Health and Physical Education (PDHPE) curriculum.In these activities students will learn:• alcohol is a drug• alcohol can be harmful• effects and consequences of alcohol• how beverages, including alcohol, are labelled• how the media can influence alcohol use• alternatives to using alcohol.

Students will also practise decision making and problem solving skills.

About the resource

The resource consists of activities for Stage 2 and Stage 3 students, based on a book written by Margaret Clark, a renowned children’s author. As the children practise and develop their literacy skills, they will learn about alcohol.

The book tells the story of Troy and Tess who find a bottle, with a note inside, that has been washed up on the beach. They takethe bottle to their Pop who helps them to open the bottle anddecipher the note. The message has come from a far away landwhere the Alcohols live.

The activities use the story as a means of making alcohol education interesting to children and also to ensure they develop important literacy skills.



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Resource Task

Slide 7 continued

Slide 8

Sample activities

Explain: The following is a sample activity from the resource. It is part of an activity for Stage 3 students. The activity will helpstudents analyse how advertising can influence behaviour anddraws on the narrative, “Message in a Bottle”.

The narrative allows students to look at the influence of mediaand how products are advertised. In the story, Claretta uses amessage in a bottle to warn about the harms of alcohol.Students, with their knowledge about modern means of communication, are asked to develop an advertisement to help warn people of the harms of alcohol.

Stage 3, Activity 3: Media and advertisementsDesign an advertisement to help Claretta warn humans of theharms of alcohol. The advertisement may be:

• a magazine advertisement• a television advertisement• a radio advertisement• song, poster, sticker• other.

• Ask parents to work in pairs and plan an advertisement.

• Ask if any parents would like to share their ideas.

• Discuss:– what they as parents would expect children to

include/produce– what they would expect children to learn from this activity.

How can parents play a role?

Explain: As parents, you are your children's first teacher and youwill continue to have a significant influence on their attitudes asthey grow and mature. Encouraging open discussion about alcohol and other drugs may help in delaying or preventing experimentation with drugs.

Discussing what your child has learned in drug education lessonsprovides you with opportunities to explain your views and attitudes about alcohol and other drugs, and to reinforce important safety messages.

Show Slide 8: How can parents play a role?

• Be a positive role model. If you drink alcohol, do so within safe and sensible limits and be prepared to discuss this honestly with your children.

• Be part of their lives. Take an interest in what they like doingand get to know their friends and their friends' parents.



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Resource Task

Slide 8 continued • Be honest about your feelings. If you are honest with your children it will be easier for them to be honest with you.

• Be informed. Children are more likely to talk to you if they seeyou as a credible source of information. Don’t pretend to know everything. If you don’t know the answer to your children's questions offer to find the answers or find theanswers together.

• Be a good listener. React in ways that encourage discussion,e.g. don’t over react. Listen to them and they are more likelyto listen to you.

• Focus on the positives. Reward good behaviour and emphasise the things they do well.

• Remain calm. Emotional responses can shut down communication.

• Allow children to participate in making the rules. Discusswhat sort of behaviour is acceptable and what is not. Ensurethat children understand the consequences of breaking rules. Be consistent in enforcing the rules.

Schools need the support of parents to assist in preventing ordelaying alcohol and other drug use by our young people. Encourage parents to take every opportunity to talk with theirchildren about drug related issues.

More information about drug education in NSW governmentschools is available at www.schools.nsw.edu.au/learning/yrk12focusareas/druged/community.php

Further information about alcohol

You may like to provide copies of the information on page 21which includes a list of agencies and websites where further information about alcohol can be obtained.

Have local and other information sources available as an overhead or slide, or point out the agencies and contacts listed on the back of each booklet.

Note: Fact sheets in different languages can be downloadedfrom https://www.det.nsw.edu.au/languagesupport/documents/alcohol_celebra.htm

Conclusion

Allow time for parents to ask questions. If an answer to a question cannot be provided immediately, explain that theanswer will be found and provided as soon as possible.


Sample letter to parents

Alcohol education lessons for Stage 2 and 3 studentsAlcohol is one of the most widely used drugs in Australia. Research shows that education about alcohol should begin before children need to make choices about its use. The NSWDepartment of Education and Training has developed a series of activities for students in Years 3 to 6 about the possible harms associated with the use of alcohol. These activities are to be included as part of an integrated unit of work for the Personal Development, Health and Physical Education (PDHPE) and English program.

A parent meeting will be held to provide information about:

• alcohol• the reasons for teaching about alcohol• the activities for Stage 2 and 3 students.

Date:

Time:

Location:

Any questions and concerns you have about the alcohol education activities will be discussed at this meeting.

Please complete the section below and return it to your child’s teacher,

Principal

✄

I/we will be attending the parent meeting for alcohol education on (Insert date)

Name:

Name:

Name:


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Slide 1

Meeting outline

• Introduction

• Alcohol quiz

• Why teach about alcohol to students in Years 3 to 6?

• What will students learn in thealcohol education activities?

• How can parents play a role?

1



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Slide 2

How much do you knowabout alcohol?

Alcohol quiz–true or false

1. Alcohol is a drug.

2. Alcohol is a stimulant.

3. The same amount of alcohol willaffect people in the same way.

4. Alcohol reduces a person’s abilityto make good decisions.

5. More deaths are caused by alcohol and tobacco than all other drugs combined.

2



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Slide 3

Alcohol quiz–true or false

6. Alcohol can interfere with a person’s memory.

7. Different kinds of alcoholic drinks contain different amounts of alcohol.

8. Most Australians drink alcohol.

9. All drinks that contain alcohol must include the alcohol content on the label.

3



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Slide 4

Why teach about alcohol to students

in Years 3 to 6?

4



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Slide 5

Australian secondaryschool students' use

of substances in 2005Comparison of substances ever used

and used in the past month

Substances ever used and used in the past monthby secondary students aged 12 to 17 years

5



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Slide 6

Australian secondaryschool students' use of alcohol in 2005

Percentage of secondary students who have consumed alcohol in the past week

according to age and sex

6

Drank on one occasion in past week(males 7+ drinks, females 5+ drinks)



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Slide 7

What will students learn in the alcohol education activities?

• Alcohol is a drug

• Alcohol can be harmful

• The effects and consequences of alcohol

• How alcohol is labelled

• How the media influences alcohol use

• Decision making and problem solving skills

• Alternatives to using alcohol

7



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Slide 8

How can parents play a role?

• Be a positive role model

• Be part of their lives

• Be honest about your feelings

• Be informed

• Be a good listener

• Focus on the positives

• Remain calm

• Allow children to participate in making the rules

8



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Section 4:Teaching and learning activities for Stage 2Syllabus links for Stage 2The teaching and learning activities, pages 35 to 54, provide opportunities for students to work towards achieving the Stage 2 outcomes from the NSW Board of Studies PersonalDevelopment, Health and Physical Education K-6 Syllabus and English K-6 Syllabus. Sample indicators accompany each outcome.

Outcomes

PDHPE outcomes

Sample indicators

Knowledge and Understanding(PHS2.12) Discusses the factors influencing personal health choices.

(SLS2.13) Discusses how safe practices promote personal wellbeing.

Students will be provided with opportunities to:

• Identify physical effects of alcohol on the body

• Discuss and explain reasons why substances such as alcohol can be dangerous to the body

• Identify the potential hazards of substances such as alcohol

• Analyse alcoholic drink labels.

Skills(PSS2.5) Uses a range of problem solving strategies.

(DMS2.2) Makes decisions as an individual and as a group member.

(INS2.2) Makes positive contributionsin group activities.


• Identify ways that alcohol can cause harm• Gather accurate information about

alcohol from reliable sources• Participate in group discussions to list

the harms relating to alcohol use.

Values and AttitudesV4 Increasingly accepts responsibilityfor personal and community health.


• Value their health and safety and that of others

• Value the need to pursue healthy lifestyles.


The following table identifies the related content for Stage 2 from the PDHPE K-6 Syllabus.


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Strand Subject matter

Personal Health Choices Drug Use

• Identifying drugs–appropriate use

• Alcohol–effects on the body

Health Services and Products

• Health information and services

Safe Living Personal Safety

• Safe/unsafe situations



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Outcomes

English outcomes

Syllabus links for Stage 2

Sample indicators

TALKING AND LISTENINGLearning to Talk and Listen(TS2.1) Talking and ListeningCommunicates in informal and formal classroom activities in schooland social situations for an increasingrange of purposes on a variety of topics across the curriculum.


• Listen and respond to a range of texts

• Listen for enjoyment and information

• Participate confidently in partner, small group and whole class discussion

• Listen for main idea and specific information.

READINGLearning to Read(RS2.5) Reading and Viewing TextsReads independently a wide range of texts on increasingly challengingtopics and justifies own interpretations of ideas, information and events.

Learning about Reading(RS2.7) Context and Text

Discusses how writers relate to theirreaders in different ways, how theycreate a variety of worlds through language and how they use languageto achieve a wide range of purposes.

WRITINGLearning to Write(WS2.9) Producing TextsDrafts, revises, proofreads and publishes well structured texts that are more demanding in terms of topics, audience and written language features.


• Read and respond to a range of writtenand visual texts–in shared, guided andindependent reading activities

• identify elements such as main characters,setting and events in a narrative.

Teachers will:

• Draw students’ attention to features ofwritten texts

• Discuss how literary texts, such as narratives,are organised according to their purpose

• Draw students’ attention to how the writerhas included language to convey facts,opinions and to tell a story

• Assist students to identify the writer's pointof view.


• Jointly and independently construct arange of texts including: information report, labels, summary notes and poems

• Write for a chosen audience

• Attempt to draft, proofread and edit their own writing.



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Overview of outcomesThe following tables provide an overview of PDHPE and English outcomes addressed in each of the focus areas.

Outcomes Sample indicators

Learning About Writing(WS2.13) Context and TextDiscuss how own texts are adjustedto relate to different readers, howthey develop the subject matter and how they serve a wide variety of purposes.

Teachers will:

• Talk about the different purposes andaudiences of texts.

Outcomes

PDHPE What’s thisbook about?

What is alcohol?

You be the expert

Looking at labels

Knowledge and understanding

(PHS2.12) Discusses the factors influencing personalhealth choices.

(SLS2.13) Discusses howsafe practices promote personal wellbeing.

Skills(PSS2.5) Uses a range ofproblem solving strategies.

(DMS2.2) Makes decisionsas an individual and as agroup member.

Values and Attitudes(V4) Increasingly acceptsresponsibility for personaland community health.

* * *

* *

* *

* * * *

* * * *

Focus area



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Outcomes

English

TALKING AND LISTENINGLearning to Talk and Listen(TS2.1) Talking and ListeningCommunicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topicsacross the curriculum.

READINGLearning to Read(RS2.5) Reading and Viewing TextsReads independently a widerange of texts on increasinglychallenging topics and justifiesown interpretations of ideas,information and events.

Learning About Reading(RS2.7) Context and TextDiscusses how writers relate totheir readers in different ways,how they create a variety ofworlds through language andhow they use language toachieve a wide range of purposes.

WRITINGLearning to Write(WS2.9) Producing TextsDrafts, revises, proofreads andpublishes well structured textsthat are more demanding interms of topics, audience andwritten language features.

Learning About Writing(WS2.13) Context and TextDiscusses how own texts areadjusted to relate to differentreaders, how they develop thesubject matter and how theyserve a wide variety of purposes.

Focus area

What’s thisbook about?

What is alcohol?

You be the expert

Looking at labels

* * * *

* * *

* *

* *

*

* *



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This resource supports the teaching of drug education in the Stage 2 Working together andStage 3 Making informed choices Connected Outcomes Groups (COGs).

Before commencing the activities:

• Read the background information about alcohol on pages 5 to 15 so that you are able toprovide accurate information and answer students’ questions. It is important to give correctinformation. Where students ask questions that you cannot answer, make every effort to findthe answer and pass on this information to students.

• Set classroom rules for discussing sensitive and controversial information. There is a possibility of students revealing sensitive information concerning their own or other people’s drug use and teachers are reminded of their duty of care regarding students’ wellbeing. Students should be reminded of everyone’s right to privacy and the use of ‘third person’ if referring to drug use. The technique of positive interrupting may be used to stop students from saying something they may regret later. (For more information see page 18.)

• Encourage all students to contribute to group discussions. Explain to students that everyone has the right to express their opinion appropriately without put downs. When conducting brainstorm activities, all suggestions are accepted and then discussed.

• Note that reading is an integral part of this resource and the approaches made, whether they be shared, modelled, guided or independent, are at the discretion of the classroom teacher. In that way, individual differences and stages of development of students can be taken into account.

• Select activities that:– provide a wide range of strategies to support and enhance students’ literacy and

PDHPE skills– suit the full range of students in the class and the contexts in which they work.

Learning activities are provided to help teachers build their own lessons and learning sequences

– can be targeted to collect evidence of learning and assess students’ levels of achievement of outcomes.



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FOCUS AREA 1: What’s this book about?

What will students learn?• Potential hazards of alcohol• The roles specific characters play in the story

What can students do?• Understand the purpose of the story, Message in a Bottle• Consider events in the story from each character's point of view.

Preparation/resources:Chart paper and pensMessage in a Bottle booklets

Organisation Suggested activities Teacher notes

Whole class

Small groups

Activity 1.1

Show students the cover of thebook, Message in a Bottle, to provide a book orientation.Consider:

• the title• the author and illustrator• cover illustration• intended audience.

Read Chapters 1 and 2 to the class.To develop a shared understanding,discuss the following questions withthe students:

• What do you think the book is going to be about? Why?

• What characters have beenintroduced in the story?

Students complete the reading of the narrative.

Explain to students that they aregoing to work in small groups toanalyse or review the narrative.

Provide each group with differentcoloured felt pens and A3 chartpaper with one of the followingquestions written in the centre.

Message in a Bottle is about twochildren, named Tess and Troy,and how they find a bottle whichcontains a message describingthe effects of alcohol. Their mission, given to them by theAlcohols, is to ensure that allhumans are aware of the effectsof alcohol.

Reading the text may involvevarious groupings and strategies(shared, modelled, guided orindependent).Students to work in all four rolesof the reader when answeringthe questions.Roles include:• code breaker• text participant• text user• text analyst.Four Resources Model(Freebody and Luke 1990)

This activity involves the use of a graffiti board strategy.Assure students that similarresponses are expected as theyreinforce the main concepts.



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• What was the author’s purposein writing this story?

• What is the significance of the title?

• What other title could theauthor use for the book?Explain.

• What are the messages in the book?

• How does the author conveythe messages?

Allow students time to discuss andrecord their ideas on the paper.(words, phrases or graphics maybe used).

After a short time, instruct students to stop writing and moveas a group to a different A3 sheetand record responses. All groupscontinue this process until eachgroup has contributed to all questions.

The author is attempting toengage young people throughhumour and fact, and makethem aware of the effects ofalcohol.

Tess and Troy received theimportant information (message)about alcohol, in a bottle.

Answers might include:• alcohol is a drug• alcohol affects different

body parts• pure alcohol has no colour

or taste• types of alcohol include:

beer, wine• alcohol can be harmful when

people use too much or withmedications.

Identify how authors and illustrators express their ideas in text and graphics (e.g.dialogue, conflict, shape, colour, characters).



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Whole class

Whole class

Small groups

Invite each small group to discussand summarise responses writtenon their sheet. They may wish tocategorise the responses in orderto draw conclusions about the frequency of ideas and the rangeof opinions.

Discussion• What are the main messages

you have selected after summarising responses?

• How might these messages be relevant to you?

• Why do you think it is important for people to beaware of the harms of alcohol?

Activity 1.2Discuss the story’s content, messages, sequence of events,language and its characters.

Explain to students that they aregoing to work in small groups tochoose the main characters of thestory and that they are going tocreate a character web.

Ask each group to list/discusswhat they know about each of thecharacters they have chosen. For example:• names of characters• physical features, age, where

they live, clothing, hobbies, job,special talents or abilities

• relationships to others inthe story

• what they learn about alcohol• why each character has been

established and how theyadd to the messages of thebook

• any other information the reader learns about each of the characters.

Spend time sharing class knowledge on the theme, and developing a common understanding and language for talking about alcohol.

The messages raised in Message in a Bottle include:

• alcohol can be harmful• alcohol can affect an

individual as well as family, friends and others in the community

• media, friends and family can influence different behaviours

• labelling on containers is important.

Groups are to decide how torecord and display their information. For example, students could create a drawingof their characters and use theirnotes to record informationaround the picture of each character. They can include possible links to other charactersin the story.

Some quotations from the characters may be included.

AlternativelyStudents could take on the roleof one of the chosen charactersand retell the story from thatcharacter’s point of view.



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Whole class

Have each member of the grouptake on the role of one of thecharacters in the book. Ask eachgroup member to think of two orthree questions that they wouldlike to ask of the characters andinterview each character in turn.Find out how they feel about each other and what has happened.

Discussion• Why do you think the author

uses different characters?• How do these characters add

to the messages in the story?• What would happen if any of

these characters were not included in the story?

• How do the illustrations help with descriptions of the characters?

• List three things you learned about alcohol.



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FOCUS AREA 2: What is alcohol?

What will students learn?• Alcohol can be harmful to the body• There are different types of alcohol

What can students do?• Recall factual information about alcohol and understand its associated harms• Organise information and choose an appropriate mode for presentation

Preparation/resources:Worksheet 2.1.1, Information reportChart paper, pensMessage in a Bottle booklets


Pairs

Activity 2.1

Explain to students that they are towork in pairs and will be given thetask of presenting informationabout the harmful effects of alcoholto their peer group.

Using Message in a Bottle as theirreference, ask students:• What information would

you look for or include?

• What would be the best way of presenting the information?Why?

• Is a narrative such as Message in a Bottle an effective way to present this information? Why or why not?

Note: It is assumed that students have read the book,Message in a Bottle prior tothe activity.

Refer students to Chapters 4, 5and 10.

Give clear expectations of whatinformation you want them tofind (e.g. names of differentalcohol types, effects of alcoholon the body).

Presentations might include:• a poster• a letter providing information

with diagrams/pictures• a script for a television

interview• an acrostic poem• a PowerPoint presentation• a plasticine model of a body

with a description of how it is affected by alcohol

• an argument to support why alcohol may cause harm

• a quiz• roleplay/performance• flow chart/diagram• an information report

(Worksheet 2.1.1).



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Whole class

Ask each group to present theirinformation to the class. Gatheredinformation could be recordedonto a class mind map.

Discussion

• What information about alcohol do you remembermost from the story?

• How do you know this information is factual?

• Why is it important to know about alcohol and how it affects the body?

• How could you communicate this information about alcohol to other people?

Ask students to locate and providefacts, words or phrases that havebeen used in the story to describealcohol. Consider:

• what alcohol is• how it is made• effects on the body• any other relevant information.

Words or phrases might include:• drug• affects brain and nervous

system• no colour or taste• beer• wine• does not contain proteins

or vitamins• harmful when people use

too much.



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Worksheet 2.1.1 Information report on alcohol

Written by:

Title:

General statement (What is alcohol?)

Points of information (Various facts about alcohol).

Concluding statement (summary)

*

*

*

*



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FOCUS AREA 3: You be the expert

What will students learn?• Alcohol can have many effects on the body

What can students do?• Research the effects of alcohol on the body• Understand and create notes for a specific writing purpose

Preparation/resources:Worksheet 3.1.1, Body outlineMessage in a Bottle booklets


Whole class

Small groups

Activity 3.1

From the story, Message in aBottle, show the notes fromClaretta on pages 32 to 35 and ask the students:

• What is the purpose ofClaretta’s message?

• What are the Alcohols worriedabout?

• Claretta says that alcohol can really affect the body.Which parts of the body can alcohol affect?

Jigsaw activity

Explain the research task–Howhuman body parts are affected by alcohol.

Students move into ‘home’groups. Each member of thehome group is given the name of a different body part and is toresearch how it is affected by alcohol. Place students into‘expert’ groups, so that all members of the group areresearching the same body part.

Students should have read the book before commencingthis activity.

Alcohol effects different parts of the body, for example brain,eyes, heart, liver, stomach, pancreas, kidneys, veins, arteries,blood and muscles.



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Whole class

Small groups

Whole class

Small groups

Each 'expert' group locates information in Chapter 5 andChapter 10 that is relevant to theirbody part. Students then useother research methods to confirmand add to information alreadyfound. In the research, studentsshould consider:

• the name of the body part• where it is located in the body• what it looks like• how the body part is affected

by alcohol.

Model and explain how studentscan scan the text to create theirown points of information (notes).

Expert groups prepare a briefreport to take back to each oftheir home groups

Students move back to their homegroup and each member reportsas an expert on their body part.

Model and explain how studentscan use their own points of information (notes) to constructsentences and how to use thesesentences to create a paragraphof description.

Home groups write a briefdescription about how alcoholaffects different parts of the bodyand paste them onto a body outline (Worksheets 3.1.1) or pinthe information onto a model ofthe body.

Display the body outlines aroundthe room and discuss the effectsof alcohol on the different parts ofthe body.

Body parts to be researchedinclude:• liver• brain• kidneys• eyes.

Note: It may be necessary to firstreview parts of the body.For facts about alcohol refer tobackground information, page 5.

Remind students that to searchfor information using the internet they will need to:• select a search engine

(e.g. Google, Yahoo)• type in key words or a key

question• select information• summarise information and

record notes.

Note: Teachers should previewany website prior to use by students. An effective strategy is to pre-bookmark websitesthey want students to use.

The notes will help home groupsto complete a body outlinedescribing the effects of alcohol.



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Whole class Discussion

• Were the Alcohols’ messagesabout how alcohol affects thebody correct?

• What reasons and/or information support your thinking?

• What other information wouldyou add to their messages?Why?



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Worksheet 3.1.1 Body outline



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FOCUS AREA 4: Looking at labels

What will students learn?• Purpose of health warning labels on alcohol containers

What can students do?• Explain the need for health warning labels on alcohol containers• Design labels using relevant technical information

Preparation/resources:Empty drink containers (alcohol and non-alcohol)Message in a Bottle booklets


Whole class

Pairs

Activity 4.1

Revisit Chapter 4, Message in aBottle, and ask students:• Why does Pop want Nan to find

the bottles of alcohol?Students read pages 26 and 27 ofMessage in a Bottle, where Popasks Nan to find bottles of alcoholto look at labels.Discuss:Why do we need labels?

Ask students:• What information was on the

labels of the alcohol containers?

• Why would the author includethis in the story?

Each pair is given an empty:• alcoholic drink container• non-alcoholic drink container.

Students examine each label tolocate and identify the followinginformation:• What is the name of the drink?• How much does the container

hold?• What are the ingredients of the

drink?• Is there alcohol in the drink?

How can you tell?• If there is alcohol in the drink,

how much? What do differentpercentage levels indicate?

Students should have read thebook Message in a Bottle,before commencing this activity.

Ensure that all containers areempty and have been thoroughly cleaned.



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Whole class

Small groups

• Where was the drink made?• Is there any other information?

If so, what is it?Pairs join together and exchangeinformation about their originallabel. Each pair then checks theinformation that the other pair hasfound. Students compare theirinformation with another group.Discuss:• What is the purpose of labels

on drinks?• What other products have

labels?• Why is it important to know

what products contain?• How are labels on alcoholic

and non-alcoholic drinks different or similar?

• What other information shouldbe included on alcohol drinkcontainer labels?Why?

Activity 4.2Revise with students:• the information that should be

included on food and drinklabels

• the information that should be on alcohol drink containerlabels.

Explain that the students aregoing to design a label for analcohol container which willinclude some of Claretta’s warnings. The label should also include any other relevant information.

Discuss:• What might be the purpose of

designing a label for an alcohol container whichincludes Claretta’s messages?

• What information needs to be included?

• Should labels on alcohol containers have pictures/images/icons as well as words? Why?

Before commencing Activity4.2, it may be necessary torevisit parts of Activity 4.1.

Container labels and packagingcontain information such as:• name of product• contents• ingredients• quantity• name of manufacturer• additives• additional information such as

‘low in sugar’, health benefits, kilojoules per 100 micrograms

• where to get additional factsabout the product.

Labels on alcoholic drink containers also include information such as:• alcohol content• number of standard drinks• description of drink• year of manufacture• region and country.



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Students must also include ahealth message about possibleharms associated with drinkingalcohol, on their label.

Students exchange their labels.Alternatively students could sticktheir labels on an empty drink container, to be displayed.

Collate and display the differenthealth warnings that have beenrecorded and the techniques usedto best show those warnings.

Discussion

• Why is it important to have labels on alcohol containers?

• Should labels on alcohol containers display health warnings? Why?

• Are the combination of pictures/images/icons as well as words a better way of describing or displaying health messages on containers?Why?

Labels may be written, drawn byhand or computer generated.

The label should include:• the name of the product• where it was made• ingredients• alcohol content• volume of the container• expiry date.



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Section 5:Teaching and learning activities for Stage 3Syllabus links for Stage 3The teaching and learning activities, pages 55 to 81, provide opportunities for students to work towards achieving the Stage 3 outcomes from the NSW Board of Studies PersonalDevelopment, Health and Physical Education K-6 Syllabus and English K-6 Syllabus. Sample indicators accompany each outcome.

Outcomes

PDHPE Outcomes

Sample indicators

Knowledge and Understanding(PHS3.12) Explains the consequencesof personal lifestyle choices.

(SLS3.13) Describes safe practicesthat are appropriate to a range of situations and environments.


• Identify the effects of alcohol on the body• Discuss the possible consequences of

alcohol use on self, others and the community

• Discuss how other people/media influence decisions

• Identify how and why people are targetedin a range of advertisements

• Identifies factors that may cause accidents,e.g. when a person is under the influence of alcohol.

Skills(DMS3.2) Makes informed decisionsand accepts responsibility for consequences.(COS3.1) Communicates confidentlyin a variety of situations.(PSS3.5) Suggests, considers andselects appropriate alternatives whenresolving problems.

Values and AttitudesV4 Increasingly accepts responsibilityfor personal and community health.


• Apply the decision making process• Discern the reliability of what is presented

in the media, e.g. drug use• Present or express an opinion with

confidence• Select the most appropriate solution

to a given problem.


• Value their health and safety and that of others• Value the need to pursue a healthy lifestyle.



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The following table identifies the related content for Stage 3 from the PDHPE K-6 Syllabus.

Strand Subject matter

Personal Health Choices Drug Use

• Appropriate use• Effects of drugs

–alcohol• Media and drugs• Effects of drug use for the community

Making Decisions

• Decision making process• Influences on decision making

–family/peers–media

• Evaluating decisions

Health Services and Products

• Influence of media

Safe Living Personal Safety

• Identifying risk situations people and places



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Outcomes

English outcomesSyllabus links for Stage 3

Sample indicators

TALKING AND LISTENINGLearning to Talk and ListenSkills and Strategies (TS3.2)Interacts productively and with autonomy in pairs and groups of various sizes and composition, useseffective oral presentation skills andstrategies and listens attentively.


• Develop listening skills for identifyingdetail and summarising

• Develop and practise oral presentationskills.

Teachers will:

• Encourage students to evaluate informationfor currency, point of view and appropriateness for intended audience.

READINGLearning to ReadReading and Viewing Texts (RS3.5)Reads independently an extensiverange of texts with increasing contentdemands and responds to themesand issues.

Skills and Strategies (RS3.6)Uses a comprehensive range of skillsand strategies appropriate to thetype of text being read.

Learning about ReadingContext and Text (RS3.7)

Critically analyses techniques used by writers to create certain effects, touse language creatively, to positionthe reader in various ways to construct different interpretations ofexperience.

WRITINGLearning to WriteProducing Texts (WS3.9)Produces a wide range of well structured and well presented literaryand factual texts for a wide variety ofpurposes and audiences usingincreasingly challenging topics, ideas,issues and written language features.


• Interprets factual texts• Compare the difference between a

news report and a narrative

• Use a variety of strategies, such as skimming and scanning, to find information

• Access, record and present information in a variety of ways.

Teachers will:

• Encourage students to read, analyse and evaluate information found in written and visual texts, and justify their responses.

• Assist students to identify the writer's pointof view and how the writer uses narrative toposition the reader.


• Participate in frequent joint and independent activities to construct a wide range of literary and factual texts

• Produce text with attention to design, layout and graphics

• Use correct structure, grammar and punctuation when producing texts.



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Overview of outcomesThe following tables provide an overview of PDHPE and English outcomes addressed in each of the focus areas.

Outcomes

PDHPE

Knowledge andunderstanding(PHS3.12) Explainsthe consequencesof personal lifestylechoices.

(SLS3.13) Describessafe practices thatare appropriate to arange of situationsand environments.

Skills(DMS3.2) Makesinformed decisionsand accepts responsibility forconsequences.

(COS3.1)Communicates confidently in a variety of situations.

(PSS3.5) Suggests,considers andselects appropriatealternatives whenresolving problems.

Values andAttitudes(V4) Increasinglyaccepts responsibility forpersonal and community health.

Focus area

Effects ofalcohol

on self andothers

Book orientation

Media and advertisements

Decisions andconsequences

Alternativesto usingalcohol

* * * *

* *

* * *

* * * * *

* *

* * * * *



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Outcomes

English

TALKING ANDLISTENINGLearning to Talkand Listen(TS3.2) Skills andStrategiesInteracts productivelyand with autonomyin pairs and groupsof various sizes andcomposition, useseffective oral presentation skillsand strategies, andlistens attentively.

READINGLearning to Read(RS3.5) Reading andViewing TextsReads independentlyan extensive rangeof texts with increasing contentdemands andresponds to themesand issues.

(RS3.6) Skills andStrategiesUses a comprehensiverange of skills andstrategies appropriateto the type of textbeing read.

Learning AboutReading(RS3.7) Context and TextCritically analysestechniques used bywriters to create certain effects, touse language creatively, to position the readerin various ways andto contrast differentinterpretations ofexperience.

Focus area

Effects ofalcohol

on self andothers

Book orientation




* * * * *

*

* *

* *

* *



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Outcomes

English

WRITINGLearning to Write(WS3.9) ProducingTextsProduces a widerange of well structured and well presented literary and factualtexts for a wide variety of purposesand audiences usingincreasingly challenging topics,ideas, issues andwritten languagefeatures.

Focus area

Effects ofalcohol

on self andothers

Book orientation




* ** *



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FOCUS AREA 1: Book orientation and news report

What will students learn?• Alcohol can affect many parts of the body and behaviour• Structure and features of a narrative and a news report

What can students do?• Analyse and review facts about alcohol and its possible harms• Construct a news report

Preparation/resources:Worksheet 1.1.1, Discussion webWorksheet 1.2.1, News reportNewspapersMessage in a Bottle booklets


Whole class

Pairs

Activity 1.1

Have students read the story and discuss the plot, charactersand messages.

Explain to the students that theyare going to work in pairs andsmall groups to discuss or reviewthe content in the narrative.

• Students draw on informationfrom the text, from discussionand from prior knowledge as they think about these closed (yes/no) questions: DoesMessage in a Bottle provide enough information to ban alcohol for everybody? or Should alcohol be banned for everybody?. Students discusstheir ideas with a partner.

• Each pair must come up withevidence that supports a"yes"position and also a "no"position. Opinions need to besupported by information fromthe text or other research. (See worksheet 1.1.1)

For another guided orientationto Message in a Bottle refer toStage 2, Activity 1.1.

Students will need to consider:• the author’s purpose for

writing the story• the significance of the title• the messages• the strategies used by the

author to convey the messages

Students think individually about the question that is up for discussion. They look in the textfor information they might use tosupport their opinions.



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Small groups

Whole class

Whole class

Pairs

Each pair is combined with another pair to form a discussiongroup. The members of the groupshare their responses.

• Together, the group reach aconsensus on a pro or conpoint of view. Then groups have the opportunity to sharetheir point of view with thewhole class.

• As a follow up, students might be asked to debate the question or to support andwrite their individual opinions.

Discussion• What are the main messages in

the book about alcohol?

• Why do you think this book has been written?

• Should alcohol be banned foreverybody? Why or why not?

Activity 1.2

Have students revisit the story and its messages.

Reread pages 56 to 58.

Show students that the narrative is similar to a newspaper article.The headline is like the title of abook as it is written in larger typeand outlines what the article isabout, attracting the reader. Theopening chapter is like the leadparagraph and gives the importantinformation about the news story,providing the setting, charactersand part of the plot. The remainder of the story (the body)provides the supporting information and detail for the lead.

Using newspapers, have pairs ofstudents peruse newspapers andlocate examples of news articles and identify their features.Consider:

• What is the purpose of eacharticle?

Various authentic news reportsshould be deconstructedthrough modelled and guidedteaching and learning sessionsto develop background knowledge in concepts relatedto the purpose, audience andfeatures of these texts. Newsreports generally contain sentences and paragraphs thatare short and direct. The mostimportant information is at thebeginning of the article. Thisinformation should include: who, what, when, where, whyand how.



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Pairs

Whole class

• What did you notice about the way the author started the articles?

• How did the structure suit itspurpose?

• What facts are presented?

Have pairs of students read anewspaper article and underlinethe facts of the event/incident.Have them match the facts to the“who, where, when, why, andhow” in the newspaper article.

Have students note the “who,where, when, why, and how” in thenarrative.

Discuss the differences betweennewspaper articles and the narrative, Message in a Bottle.

Explain to the students that theyare going to write a news reporton messages about alcohol beingdiscovered, in bottles, on beachesaround the world.

Using Worksheet 1.2.1, in pairsstudents list events, facts and messages about alcohol found inthe narrative and then together, or with another pair of students,discuss and analyse which facts are important and which may bedeleted.

The report must have the following characteristics:

• a catchy headline to captureattention

• date and place• a lead sentence to encourage

the reader to read on• details: who, what, when,

where, why and how• a conclusion.

Discussion

• What are the main messages?• How might these messages be

relevant to all humans/people?• Why do you think it is

important for people to be aware of the possible harms of alcohol?

Teachers may need to assiststudents analyse the facts.

Students are encouraged toreport as accurately as possiblethe facts of an event. It shouldbe factual and interesting.

Messages raised in Message in a Bottle include:• alcohol can affect many parts

of our bodies• alcohol can affect our

behaviour.



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Worksheet 1.1.1 Discussion webYe

sQ

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info

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to b

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ever

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or

Sho

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alc

oho

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ban

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fo

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y?

No



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Worksheet 1.2.1 News report

Catchy headline

Date and place

Lead paragraph (important information about the news story)

Body (Supporting information and detail for the lead, including who, what, when, where,why and how). Include evidence to support your facts.

A conclusion



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FOCUS AREA 2: Effects of alcohol on self and others

What will students learn?• Alcohol can affect individuals and others in the community

What can students do?• Identify the effects of alcohol on self and others• Categorise information

Preparation/Resources:Teacher information sheet 2.1.1, Cause and effect wheel–exampleWorksheet 2.1.2, Cause and effect wheelMessage in a Bottle booklets


Whole class

Pairs

Small groups

Activity 2.1

Activate students' prior knowledgeby asking them what they alreadyKnow about alcohol and specifywhat they Want to learn. The students then discuss what theyhave Learned.

Ask students, in pairs, to findexamples and phrases in the textthat describe the effects of alcoholand compare this with their KWLcharts. (hint: review pages 32, 33,67, 70 to 73.)

Provide each group with a copy ofWorksheet 2.1.2 and explain thatthey are going to complete acause and effect wheel.

Students should have read the book Message in a Bottle,before commencing this activity.

Examples of effects associatedwith alcohol include:• feeling dizzy• slurred speech• loss of coordination,

unsteadiness when standingor walking

• impaired attention and judgement

• sleepiness• liver, heart and brain damage• family and relationship

problems• work accidents• driving accidents• aggressive behaviour.



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Small groups

Whole class

Whole class

Ask students to discuss and categorise the effects of alcoholby writing them onto the wheel inthe appropriate place. Remind students that they must also beable to explain how the effects of alcohol on an individual’s bodyand behaviour affect others andthe whole community.

Each group exchanges charts withother groups and compareresponses about the effects ofalcohol and its impact on othersand the community.

Discussion• What would you change,

delete or add to your information? Why?

• How can parents, friends and teachers help to prevent some of the effects alcohol can have on a community?

Activity 2.2Explain to students that they aregoing to create a board gameusing information from the narrative. Explain to students thatrecall questions are questions thathave only one answer.For example:

Question: How did Tess and Troyreceive the message from theAlcohols about alcohol?Answer: They found a bottle onthe beach.

A cause and effect wheelconsists of a series of concentriccircles. This organiser assists students to understand the relationship between cause andeffect, action and reaction. Anexample of a cause and effectwheel is provided on page 69,Teacher information sheet 2.1.1.

Students start in the middle ofthe wheel and build on each circle, focusing on exploring theeffects in greater detail.Students may also consider relationships between ideas notdirectly connected, or reflect onwhat might happen if the linkswere reversed. For example:

Alcohol is: a drug that slows down the brain andnervous system

Effects of alcohol on the individual: effects on body parts (kidneys, brain, liver) mood changes, impairs concentration, slows reflexes, impairs reaction time, impairs coordination.

How this affects other people: yelling, fighting, hurting others, injuries, domestic disputes.

How this affects the wider community: accidents, health costs, violence andcrime, decreased worker productivity, unemployment,pollution.

Before students begin writingquestions for the board game,encourage them to use two different types of questions(inference and recall questions)in order to make the game more challenging.



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Pairs

Whole class

Inference questions, however, askquestions that require an opinionas an answer. For example,

Question: Why do you thinkMessage in a Bottle was written?Since this type of question canhave more than one correctanswer, explain to students that acorrect answer to an inferencequestion is one in which theanswer is supported by facts fromthe book/narrative.

Answer: Message in a Bottlewas written.• to make people aware of

harms associated with alcohol• to provide people with

information about alcohol• to examine potential health

problems associated with alcohol in our society

Ask pairs of students to create astack of inference and recall question cards with the questionon one side of an index card andthe answer on the other.

Once the cards have been completed, have each group create a game board and write up a set of simple rules.

When the games are finished,allow the groups to switch andplay each other's games.

DiscussionWhat information did you learnfrom making and playing thegame?

Is this a good way for students tolearn information? Explain yourresponse.

What other games could be madeusing the information from thenarrative?

Possible questions:

• Is alcohol a drug?• In what ways does alcohol

affect the community?• Does pure alcohol have

any colour or taste?• Are there different types of

alcoholic drinks?• What are beer and wine

made from?


Accidents, health costs, violence and crime unemployment, pollution

Yell at people, fights, injuries hurt others

Effects on body parts (such as kidneys, brain, liver)

mood changes, impaired concentration, slowed reflexes

A drug that slows down the

brain and nervous system

Effects on the community

Effects on others

Effects on the individual

Alcohol


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Teacher information sheet 2.1.1 Cause and effect wheel - example


Effects on the community

Effects on others

Effects on the individual

Alcohol


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Worksheet 2.1.2 Cause and effect wheel



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FOCUS AREA 3: Media and advertisements

What will students learn?• Advertisers use a variety of strategies to influence behaviour

What can students do?• Analyse the strategies used to target people when advertising alcohol

Preparation/resources:Worksheet 3.2.1, Analysing advertisements and mediaMessage in a Bottle booklets


Whole class

Pairs

Activity 3.1

Ask students:• What is meant by the term

‘media’?

• What are some examples of different types of media?

• What purpose does the media serve?

Role playAsk students to select a partnerand prepare dialogue for playingthe role of a news reporter orbook reviewer, answering the following questions:• What types of media are

mentioned in the text, Message in a Bottle?

Media refers to any kind of format used to convey or communicate information. Mass media refers to thosetypes of media that aredesigned to reach large numbers of people.

Some types of media mayinclude:• newspaper• radio• film• art/photography• television• computer or internet• mobile telephone.

The purpose of media is to:• inform• entertain• persuade.

Types of media mentioned in the text include:• newspaper• radio• television• internet.



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Whole class

• Why did Pop want to speak to the media?

• Why did some media not wantto speak to Pop?

• Why do you think the Alcoholschose to send a message in abottle as their means of communication?

• Do you think sending a message in a bottle is an effective way to communicate?Explain.

• If you were the Alcohols howwould you have distributed the information? What are your reasons?

Students switch roles, and maycreate some of their own questions about the book.

Some pairs are selected to perform their role play for theclass.

Discuss:

• How can the media influencethe decisions people make?

Pop wanted to speak to themedia to share the messagesfrom the Alcohols.

Some media outlets thoughtthat Pop's message was a hoax.

Messages in bottles were ameans of communication used in the past but tended to beused for more desperate situations when no other means of communication was available.

This activity could be extended by:• making a chart

showing/describing different ways people can communicate

• writing and illustrating a list of the types of communication used at home or school

• drawing a cartoon showing different ways to communicate news to a friend without talking.



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Whole class

Whole class

Small groups

Pairs

Activity 3.2

Explain to students that they aregoing to examine the differentstructures and features of advertisements used in a variety of media.

Provide each group with an alcohol advertisement andWorksheet 3.2.1.

Students share information, discussing similarities and differences. Consider:• type of media• purpose of advertisement• type of alcohol (beer, wine,

spirit, mixed drink)• target audience• gender appeal• type of images used• use of celebrities• who funded the campaign• types of messages• facts presented• type of language used.

Discussion• Which advertisement do you

think is most effective foradults, children, teenagers? Why?

• How would the text be different if it were told in another time, place or culture?

Activity 3.3Students design an advertisementto help Claretta warn humans ofthe harms of alcohol. The advertisement may be:• a magazine advertisement• a television advertisement

(video/DVD)• a radio advertisement• songs, posters, stickers• web page• other.

Prior to this activity theteacher or students may needto source a variety of alcohol advertisements.

Advertisements may include:• advertisements for alcohol

taken from a magazine or catalogue

• advertisements for alcoholtaken from television

• advertisements by healthorganisations.

Examples of health campaignscan be found at

www.rta.nsw.gov.au/roadsafety/downloads/tvc/braintvc_web.mpg

(If students choose to design atelevision or radio advertisementthey will need to write the script to accompany the advertisement).



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Whole class

Remind students to take intoaccount things such as:• audience• purpose• use of language or images

in persuading an audience• warnings about any hazards or

precautions that need to be addressed when using this product.

Discussion• What type of media would

you use to deliver a health message? Explain why.

Advertisements may be displayed in the classroom oraround the school, shown toother classes or placed in school newsletters.



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Worksheet 3.2.1 Analysing advertisements and media

What is the advertisement about? What is the main message/idea being promoted?

Who is the target audience? What makes you think this?

What attention grabbing and/or persuasive words did the advertisers use?

What images are used and how do they appeal to the audience?

Do you recognise any advertising techniques seen in other advertisements? Explain.

What kind of opinion or action is the advertisement hoping to get from its readers?

Do you think the same messages are being given to males and females?Why or why not?

What changes would you make to this advertisement to ensure:

• the truth or facts are presented about the product• inclusion of any hazards or precautions that have not been addressed.



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FOCUS AREA 4: Decisions and consequences

What will students learn?• Consequences occur as the result of making choices• Steps for making a decision

What can students do?• Identify that actions can have negative and positive consequences

Preparation/resources:Slide 4.1.1, Tess and Troy’s scenario–exampleWorksheet 4.1.2, Decisions and consequences


Whole class

Whole class

Pairs

Activity 4.1

Explain that students are going to work on mock situations wherepeople are faced with a problemand must think of options in orderto make a decision.

Ask students to think of a timewhen they have had to make animportant decision. In pairs, discuss the following questions:• What decision did you have

to make?• What things did you need to

consider before making your decision?

• How did you decide what to do?

• What are the steps for making a decision?

Some decisions are simple andwithout harmful consequences.However, there may be timeswhen the decisions we make arevery difficult and harder to makebecause they could result inimportant and even harmful consequences.

Steps for making decisions may include:• define the problem• consider options available• consider possible

consequences for eachoption

• choose the best option and take action.

Decision making involves askingquestions and being discerningof information.



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Whole class

Small groups

Whole class

Show slide 4.1.1, Tess and Troy’sscenario. Read the scenario andask students to respond to the following questions. Recordresponses.

• What could Tess and Troy havedone when they found the bottle with the message in it?

• What are the possible consequences of each of these actions?

Provide each group withWorksheet 4.1.2 to write a scenario that involves an issue about alcohol.

Groups exchange scenarios and provide options and consequences for each scenario.

Once completed, the scenarioworksheet is returned to the originalgroup, so that the most appropriate option can be chosenas an answer, or action to take.

DiscussionAllow groups to report to thewhole class by reading their scenario, options, consequencesand final decision.

• Was it easy to make a groupdecision? Why/why not?

• What strategies did you use tohave everyone in the groupagree on this decision?

• Would anyone have done something differently? Why?

• Why is it important to consider all options and possible consequences before making a decision?

• What are the advantages and disadvantages of using a decision making model?

Slide 4.1.1, Tess and Troy’s scenario may be used as a guide when working through this example.

Refer to Slide 4.1.1

Refer to Slide 4.1.1

An example of a scenario mightbe:• Jian arrives home from school

early one afternoon with oneof his friends. Jian’s friendnotices the alcohol in thecupboard and suggests thatthey have a drink beforeJian’s parents get home from work.



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FOCUS AREA 5: Alternatives to using alcohol

What will students learn?• Possible drug-free ways of meeting personal needs

What can students do?• Devise possible alternatives to using alcohol

Preparation/resources:Message in a Bottle booklets


Whole class

Small groups

Revisit the content and messagesin Message in a Bottle

Using Message in a Bottle, discusshow alcohol affects people andcommunities.

Explain that students are going to work in small groups to identifyalternatives to using alcohol.

In their groups, students create a list of reasons why people, especially young people, might use alcohol.

Possible answers:• to be cool• to relax• like the taste• to fit in with a group and

make friends• to have fun• to feel grown up• they see lots of people using

alcohol, for example, parents• they look at TV and

magazines and lots of coolads for alcohol

• boredom.



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Ask students to examine their listand think of alternative drug freeactivities they could engage in toachieve the same effects.

For example, if people use alcoholto have fun, what else could theydo to have fun?

Sample answer: They could playsport, go for a bike ride or play aboard game with friends.

In groups, students select anappropriate way to present theiralternative to using alcohol. For example:• rap• poem• song• rhyme• comic strip• illustrated advertisement• poster.

Each group presents their work tothe class.

DiscussionWhat strategies or campaigns arecurrently being used to reducealcohol use?

What other strategies could beused to ensure that young peopleare aware of the effects of alcohol,and some positive alternatives?

Remind students that the alternatives are to be positivealternatives, that is, activities that promote a healthy lifestyleand positive relationships.

Encourage students to thinkabout catchy phrases or sloganssuch as:Smoking–not a sporting chance!

Small groups

Whole class


Section 6:References

White, A.M. (2003). Substance use and adolescent brain development:An overview of recent findings with a focus on alcohol. Youth Studies Australia, 22, 39-45.

Higgins et al, 2000; Australian Institute of Health and Welfare, 2003; World Health Organization, 2001

Australian Institute of Health and Welfare 2004 World drink trends, as cited in National ExpertAdvisory Committee on Alcohol. A guide to Australian alcohol data. AIHW Cat. No. PHE 52.Canberra: AIHW.

White, V., Hayman, J. (2006) Australian secondary school students’ use of alcohol in 2005.Melbourne, Australia: Centre for Behavioural Research in Cancer, The Cancer Council Victoria;2006 June.

Australian Government, Department of Health and Aging. Australian Alcohol Guidelines (2001).Found at www.alcohol.gov.au

Midford, R., Lenton, S. and Hancock, L. (2001) A critical review and analysis: Cannabis education in schools, NSW Department of Education and Training. Available at:www.schools.nsw.edu.au/learning/yrk12focusareas/druged/prosupport.php

Australian National Council on Drugs. National Expert Advisory Committee on Alcohol. National Fetal Alcohol Syndrome Workshop, 2002, Report

Fetal Alcohol Syndrome., A Literature Review. National Alcohol Strategy 2001 to 2003-04,Occassional Paper, August 2002

Children, Youth and Women’s Health Service., Young Adult Health Ages 18-25, South Australia Central.

National Expert Advisory Committee on Alcohol (NEACA) 2001a. Alcohol in Australia: issues and strategies. Canberra: Commonwealth Department of Health and Aging

Rosett, H. L. (1980) A clinical perspective of the fetal alcohol syndrome, Alcoholism:Clinical and Experimental Research, 4, 119–122.

Rosett, H. L., Weiner, L., Edelin K.C. (1981) Strategies for prevention of fetal alcohol effects.Obstetrics and Gynaecology; 57(1):1 7.


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Australian Government, Department of Health and Ageing, 2001. Australian alcohol guidelines. Available at: www.alcohol.gov.au Australian Institute of Health and Welfare 2004. A guide to Australian alcohol data. Australian Institute of Health and Welfare Cat. No. PHE 52. Canberra: Australian Institute of Health and Welfare Australian National Council on Drugs, 2002. National fetal alcohol syndrome workshop report. Canberra: National Expert Advisory Committee on Alcohol Children, Youth and Women’s Health Service, 2007. Young adult health – health topics – alcohol: effects on unborn children. Young Adult Health Ages 18-25 Available at: www.cyh.com Higgins, K., Cooper-Stanbury, M. and Williams, P., 2000. Statistics on drug use in Australia 1998. Australian Institute of Health and Welfare Cat. No. PHE 16, Canberra: Australian Institute of Health and Welfare Midford, R., Lenton, S. and Hancock, L., 2001. A critical review and analysis: cannabis education in schools, NSW Department of Education and Training Available at: www.schools.nsw.edu.au/learning/yrk12focusareas/druged/prosupport.php National Expert Advisory Committee on Alcohol, 2001. Alcohol in Australia: issues and strategies. Canberra: Australian Government Department of Health and Ageing O’Leary, C., 2002. Fetal alcohol syndrome: a literature review, National Alcohol Strategy Occasional Paper, National Alcohol Strategy. Canberra: Australian Government Department of Health and Ageing Rosett, H.L., 1980. A clinical perspective of the fetal alcohol syndrome. Alcoholism: clinical and experimental research, 4 Rosett, H.L., Weiner, L., and Edelin, K.C., 1981. Strategies for prevention of fetal alcohol effects. Obstetrics and Gynaecology, 57(1) White, A.M., 2003. Substance use and adolescent brain development: an overview of recent findings with a focus on alcohol. Youth Studies Australia, 22 White, V., and Hayman, J., 2006. Australian secondary school students’ use of alcohol in 2005 Report. Canberra: Australian Government Department of Health and Ageing


