Suggested Experiences & Outcomes
Responsibility of All Mental & Emotional Wellbeing
- 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 4-03a
- 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. HWB 4-04a
Responsibility of All Physical Wellbeing
- I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health. HWB 4-15a
- I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible. HWB 4-16a
- I know and can demonstrate how to keep myself and others safe and how to respond in a range of emergency situations. HWB 4-17a
Responsibility of All Health & Wellbeing
- 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 4-38a
- Through investigation, I can explain how images of substance use and misuse can influence people’s behaviour. HWB 4-39a
- 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 4-40a
- I know how to access information and support for substance-related issues. HWB 4-40b
- After assessing options and the consequences of my decisions, I can identify safe and unsafe behaviours and actions. HWB 4-41a
- I know that the use of alcohol and drugs can affect behaviour and the decisions that people make about relationships and sexual health. HWB 4-41b
- I know the action I should take in the management of incidents and emergencies related to substance misuse. HWB 4-42a
- I understand the impact that ongoing misuse of substances can have on a person’s health, future life choices and options. HWB 4-43a
- By researching the impact of substance misuse nationally and internationally I can explain similarities and differences among communities. HWB 4-43b
- I understand the local, national and international impact of substance misuse. HWB 4-43c
Benchmarks: Explains the benefits of substances in supporting good health, for example, prescribed medication. Gives examples of current laws and advice in relation to substance use, for example, units of alcohol, tobacco sales.
Explains how media and peer pressure might affect own attitudes and behaviour.
Identifies and selects the skills / qualities required to make positive choices in challenging situations, for example, confidence, resilience, assertiveness. Gives examples of positive coping strategies when dealing with stressful and challenging situations, for example, walk away, talk to friend / adult, physical activity.
Knows how to access local support services.
Weighs up risk and identifies potential safe and unsafe behaviours and actions, for example, the impact of gambling.
Explains how substance misuse can affect judgement and impair ability to make responsible decisions, for example, unwanted sexual experiences.
Know actions to be taken in an emergency relating to substance misuse.
Identifies potential impact of short and long term substance use.
Identifies local substance misuse issues and how they are being addressed.
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...)
- I can explain and discuss the impact of substance misuse on health and wellbeing.
- I can discuss and demonstrate strategies I could use to make informed choices in stressful/challenging situations.
- I can 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 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 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 cannabis. (whole class or in groups)
What are the street names for cannabis and synthetic cannabis? What is it? How is it made? How is it used?
Discuss the different information – where has this come from? How do we know it is reliable/true? What articles of UNCRC are relevant? Why?
Teacher can facilitate discussion about what learners know about the law and cannabis etc. What do they know? How have they found out?
Groups can design a way to share information about alcohol – poster, podcast etc.
- What do we need to know?
to discuss cannabis and synthetic cannabis – effects on the body, short & long term use, mental health, the law.
This information from Landed resource and Substance Misuse resource may also be helpful in discussions – information, scenarios, quiz, effects etc.
Drugs – The Real Deal (PDF)
What Skills & Qualities do you have to make positive choices/judgements, peer pressure, how to say no -scenarios etc. (link with previous topics S1/2 resilience etc.)
When to dial 999
- What’s happening here / locally? / What could we do next?
Learners could discuss/explore/examine:
What local issues do we have related to cannabis?
What support services are in this area – use the links below to national/local groups and organisations that deal with this topic. Discuss why you might use a support service.
http://www.landed.info/synthetic-cannabis harm reduction, synthetic cannabis
Suggested SHANARRI Indicators
Suggested UNCRC Articles
Suggested NPF Outcome
- NPF 2.5
NHS Lanarkshire Library Resources
Here are some examples of resources that can be ordered via NHS Lanarkshire Library Resource to support your delivery of this topic:
- Interactive nights out 2 (Resource)
- The reality of drug use: the teen series flipped (Resource)
- Peer intervention: drug abuse (Resource)
- Drugged and distorted (Game)
- Wheel of misfortune: the game of drinks, drugs and choices (Game)
- North Lanarkshire: The Substance Misuse Nurse service can be contacted Monday to Friday 8.30am to 4.30pm on 07790 973047. Outwith these hours messages can be left and will be followed up as soon as possible.
- South Lanarkshire: TBC
- Online ACEs course - https://www.acesonlinelearning.com/
- HSBC National Report
- Landed http://www.landed.info/cannabis
- Know the Score www.knowthescore.info
- Talk to Frank www.talktofrank.com
- Scottish Drugs Forum http://www.sdf.org.uk
- Health Scotland www.healthscotland.com/drugs.aspx
- Drug Scope www.drugscope.org.uk
- Drug Science https://drugscience.org.uk/drug-information
- Source www.sourcedrug.info
- Fast Forward https://www.fastforward.org.uk/resources/educational-materials/
- Cambuslang & Rutherglen Community Health Initiative (CHI) www.healthynhappy.org.uk
- Liber8 (NLC & SLC) www.liber8.org.uk
- Drug & Alcohol Cross Party Group https://www.parliament.scot/help/drug-and-alcohol-misuse.aspx
- Children’s Rights www.unicef.org.uk/rrsa
- RRSA & ASN https://www.unicef.org.uk/rights-respecting-schools/resources/teaching-resources/special-schools-convention/
- Convention on Rights of Persons with Disabilities (CRPD) https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities/the-convention-in-brief.html
- Children & Young People’s Commissioner Scotland www.cypcs.org.uk
- Children in Scotland https://childreninscotland.org.uk/
- ASDAN - https://www.asdan.org.uk/courses
- SQA - Wellbeing Award SCQF levels 3 to 5 https://www.sqa.org.uk/sqa/63094.html