Class A/B Drugs

About this Guide

This resource is designed to support practitioners deliver appropriate PSE in conjunction with their learners in light of the Scottish Government PSE Review (2019). You may with to look at the information about cocreation in the activity section, along with the associated benchmarks, to support your learners build on their existing knowledge and understanding of this topic. This suggested Class A/B Drugs content will support practitioner work with their learners to develop the curriculum to suit their local context and meet the relevant age and stage of development for children and young people with regard to Substance Misuse.

Suggested Experiences & Outcomes

Mental & Emotional Wellbeing

HWB 4-03a

I understand that there are people I can talk to and that there are a number of ways in which I can gain access to practical and emotional support to help me and others in a range of circumstances.

HWB 4-04a

I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave.

Physical Wellbeing

HWB 4-15a

I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health.

HWB 4-16a

I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible.

HWB 4-17a

I know and can demonstrate how to keep myself and others safe and how to respond in a range of emergency situations.

Health & Wellbeing

HWB 4-38a

I understand the positive effects that some substances can have on the mind and body but I am also aware of the negative and serious physical, mental, emotional, social and legal consequences of the misuse of substances.

HWB 4-39a

Through investigation, I can explain how images of substance use and misuse can influence people’s behaviour.

HWB 4-40a

I am developing a range of skills which can support decision making about substance use. I can demonstrate strategies for making informed choices to maintain and improve my health and wellbeing and can apply these in situations that may be stressful or challenging, or involve peer pressure.

HWB 4-40b

I know how to access information and support for substance-related issues.

HWB 4-41a

After assessing options and the consequences of my decisions, I can identify safe and unsafe behaviours and actions.

HWB 4-41b

I know that the use of alcohol and drugs can affect behaviour and the decisions that people make about relationships and sexual health.

HWB 4-42a

I know the action I should take in the management of incidents and emergencies related to substance misuse.

HWB 4-43a

I understand the impact that ongoing misuse of substances can have on a person’s health, future life choices and options.

HWB 4-43b

By researching the impact of substance misuse nationally and internationally I can explain similarities and differences among communities.

HWB 4-43c

I understand the local, national and international impact of substance misuse.

Associated Benchmarks

  • Justifies the risk benefits of substances in supporting health, for example, homeopathic remedies.
  • Explains the potential impact of short and long term substance use on health and life, including legal implications.
  • Evaluates the impact of media and peer pressure on own attitudes and behaviour.
  • Demonstrates the skills / qualities required to manage challenging situations, for example, self-reliance, self-efficacy, assertiveness.
  • Explains the benefits of positive coping strategies/ techniques when dealing with stressful and challenging situations.
  • Knows how to access, local and national support services.
  • Demonstrates the skills / qualities required to assess and manage risk, for example, self-awareness, self-confidence, composure.
  • Explains the impact and potential consequences substance misuse can have on decision making, for example, drinking and driving, non-consensual sex.
  • Justifies actions which might be taken in an emergency relating to substance misuse.
  • Compares current national and international statistics related to the impact of substance misuse.

Suggested Learning Intentions

  • to learn how to assess and manage risk to make informed choices
  • to develop understanding of the impact of substances on the mind and body
  • to investigate substance mis/use in the local environment

Suggested Success Criteria (I Can…)

  • explain and discuss the impact of substance misuse on health and wellbeing
  • discuss and demonstrate strategies I could use to make informed choices in stressful/challenging situations
  • identify my feelings and explain how these can affect my behaviour along with wider implications for others

Suggested Learning Experiences

These suggested activities/tasks are for group work within a classroom and target holistic/generic/universal needs of learners. You should select activities/tasks that are most relevant to the needs of your learners and school community. Please use your professional judgement as to how best to deliver these types of activities/tasks sensitively/appropriately with your learners and which other staff may also be able to provide support/differentiation to meet their needs.

What do we know?

Teacher can facilitate discuss with learners about what they already know about Class A/B drugs? Why do people use them? Stimulants, depressants, hallucinogens. Why do people use drugs and how do different types of drugs work? How does the law classify different types of drugs? What are legal highs? This BBC clip (with teacher notes) looks at Rose’s story of smoking a legal high at a festival. Learners could discuss the different information – where has this come from? How do we know it is reliable/true? What articles of UNCRC are relevant? Why? What have learners found out about the law, drugs and legal highs?

What do we need to know?

Discuss how different drugs these affect the body/mind, addiction, the law, poly drug use – what is this, why do people do it and what are the risks?
Some examples of Class A drugs:

What is LSD and what effects can it have on the body?

What is Cocaine, what other names does it have?

What is Crack and what are the laws around it?

What is Ecstasy and what forms can it come in?

What is Heroin and how long do the effects last?

What are Magic Mushrooms and how do people take them?

Some examples of Class B drugs:

What is Cannabis and what other names does it have? [You could also link to previous learning on this topic.]

What is Ketamine and what effects can it have on the body?

What is Mephedrone and how long do the effects last?

What is Speed and how addictive is it?

You may also wish to discuss Skills & Qualities needed to make positive choices/judgements, peer pressure, scenarios etc. The activities from LANDED in the Download section give a range of tasks that could be used as the basis for discussion (along with Real Deal DVD).

What’s happening here/locally? What could we do next?

What local issues do we have around drugs – money/poverty, anti-social behaviours etc.? What support services are in this area – what can you find out? Discuss why you, or someone you know, might use a support service. How would you help someone if they took unwell after taking a substance?