WalkTall 6th Class Resource Materials

Transcription

6
SOCIAL, PERSONAL AND
HEALTH EDUCATION PROGRAMME
FOR THE PREVENTION OF
SUBSTANCE MISUSE
TABLE OF CONTENTS
3
Foreword
4
Acknowledgements
6
General introduction
22
6
Background
7
Aims
7
The Role of the School in Prevention
8
Effective Teaching and Prevention
9
Approaches to Prevention
10
Teaching Methods
15
Effective Use of the Materials
19
Assessment
21
Conclusion
Overview of classroom materials
(Junior Infants – Sixth Class)
24
Introduction to sixth class lessons
26
Overview of sixth class lessons and methods
27
Sample letter for parents
29
Unit One – Ways of Seeing
53
Unit Two – Feelings
71
Unit Three – Decision Making
91
Unit Four – Smoking
109
Unit Five – Drugs
141
Unit Six – Looking Back, Looking Forward
157
Certificate
158
Resources List
WALK TALL PROGRAMME
FOREWORD
The purpose of this set of educational resource materials, “Walk Tall,” is to support the provision
of educational programmes in primary schools for the prevention of substance misuse. The
materials were developed by many persons, teachers and others, led by a project team from my
Department. They result from the pilot testing of the materials in draft form, over a three-year
development phase, which commenced in 1996 in 26 schools in Dublin, Cork and Donegal.
These schools were representative of a cross section of primary schools, both urban and rural.
During the school year 1997/98 a further 126 primary schools in priority areas in Cork and
Dublin joined this development project. Close collaboration between parents and agencies
working in the community was an important dimension. The final package, therefore, is based
on a wide experience of use by teachers in schools.
All drug use has implications for the individual and for society. Misuse of substances can lead to
ill health and unhappiness for individuals and it can be a factor in crime and in other social
problems involving families and the community. Young people and children need help and
support to develop positive attitudes and behaviour free from dependence on alcohol, tobacco
and other drugs and to assist them to live healthy and satisfying lives. It is widely recognised that
successful prevention strategies need to start at an early age. Consequently, the “Walk Tall”
Programme begins with children in junior classes in primary schools. It is a developmental
Programme with the educational resource materials providing practical advice, support and
models for appropriate programmes for all class levels through the primary school.
The project has been evaluated independently and the results show that it was received
favourably by over 90% of the teachers who participated in the development. Teachers valued
the approach in the project and, in particular, the detailed resource materials and the quality of
the supportive training provided.
I wish to express thanks to all who contributed to the development of these resource materials
and also the hope that they will be of particular help to primary schools and their teachers in
developing programmes of education for prevention of misuse of substances.
Micheál Martin, T.D.
Minister for Education and Science
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ACKNOWLEDGEMENTS
The educational resource materials in this package have been developed by the Department of Education
and Science with assistance from a number of persons and in consultation with the Steering Committee for
the project.
Special thanks are due to:
WRITING TEAM
Thérèse Hegarty, Tom Larkin, Bernard McHale (three primary teachers),
Anne McAteer (Health Education Officer) and the Project Team.
STEERING COMMITTEE
Chairperson
Tony Ó Gormáin, Assistant Chief Inspector, Department of Education and Science
Members
Bernie Collins, Project Officer, Department of Education and Science
John Donohue, The Hanley Centre
Joan Furlong, Department of Justice, Equality and Law Reform
Noreen Kavanagh, N.C.C.A.
Sr. Kathleen Kelleher, Mater Dei Counselling Centre
Niamh Lewis, Department of Education and Science, Secretary
Marian Lyon, National Parents Council (Primary)
Mary Ellen McCann, Ballymun Youth Action Project
Supt. P.J. McGowan, Garda Síochána
Owen Metcalfe, Department of Health and Children
Ruby Morrow, Psychological Service, Department of Education and Science
Rev. David Muir, Church of Ireland Board of Education
Máire Ní Fhlaithbheartaigh, Department of Education and Science
Proinsias Ó Dughaill, Inspectorate, Department of Education and Science
Sr. Eileen Randles, C.P.M.S.A.
Sally Shields, I.N.T.O.
PROJECT TEAM
Ruby Morrow, Psychological Service, Department of Education and Science
Margaret Grogan, Psychological Service, Department of Education and Science
Proinsias Ó Dughaill, Divisional Inspector, Department of Education and Science
Bernie Collins, Project Officer, Department of Education and Science
}
Project Leaders
Evaluator: Dr. Mark Morgan, St. Patrick’s College, Drumcondra, Dublin 9.
Health Promotion Unit, Department of Health and Children for providing the book – Understanding Drugs.
Management, principals, teachers, pupils and parents who participated in the pilot phase of the project.
Trainers who facilitated and taught on courses and who assisted in evaluating and editing of materials:
Susan Dixon, Toni Duncan, Kathleen Henderson, Marion McHugh, Mary Murphy and John Williams.
Teachers who took part in review days and gave valuable feedback and suggestions.
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Teachers who contributed to the organisation and provision of training courses:
Bríd Conway, Rose Cullen, Anne Dolan, Barth Harrington, Damien McCormack, Niamh Ní Mhaoláin,
Cora O’Farrell, Carmel O’Sullivan and Norma Ryan.
Sheila O’Sullivan and Alison Callaghan, Department of Education and Science, who provided valued
secretarial assistance.
Officers in the Primary Administration Section and the In-career Development Unit of the Department of
Education and Science who provided support and assistance.
The management committee, Director and staff of Dublin West Education Centre who provided
administrative support and back-up for the project.
The management committee, Director and staff of Cork Education Centre who organised training.
The three Health Boards in the areas of the pilot development for affording their co-operation in terms of
staff inputs to teacher training and parent education. The assistance of the North Western Health Board for
facilitating Anne McAteer’s contribution to the writing process and the development of the project.
LIST OF SCHOOLS FOR PILOT PHASE:
Dublin
Cork
Scoil na Maighdine Muire, Ballymun (Buachaillí)
Scoil na Maighdine Muire, Ballymun (Cailíní)
Scoil Mhuire, Howth
Bray School Project
St. James’ Convent N.S., Basin Lane
Corpus Christi N.S., Drumcondra
Scoil Mhuire Íosaf (Cailíní), St Mary’s Place
Plás Mhuire N.S. (Buachaillí), St. Mary’s Place
Queen of Angels N.S., Balally
Marist N.S., Crumlin
Scoil Iosagáin, Crumlin
St. Bernadette’s Senior N.S., Quarryvale
Central Senior School (Mixed), Marlborough Street
Central Infant School, Marlborough Street
Scoil Barra, Ballincollig
Scoil Mhuire, Ballincollig, ( Cailíní),
Greenmount Monastery N.S.
Scoil Tobar Ríogh an Domhnaigh, Sunday’s Well,
(Buachaillí),
Scoil Mhuire ar Chnoc hAoine, Knocknaheeny
Donegal
Glenswilly N.S., Letterkenny
Scoil Iosagáin, Buncrana
Magherabeg N.S., Manorcunningham, Letterkenny
St. Patrick’s N.S., Drumkeen, Letterkenny
Killaghtee N.S., Dunkineely
Cloughfin N.S., Lifford
Ballyheerin N.S., Letterkenny
Some of the structured exercises are similar to those found in various educational packs and programmes.
Others are new. We wish to acknowledge the influence and ideas of many authors, trainers and teachers.
References are given in the Resources List. Every effort has been made to trace copyright of the poems in
this Programme. Where this has not been possible we will be happy to make the usual arrangements at a
future date.
The Walk Tall Programme is intended for use in Substance Misuse Prevention Education in primary schools.
Worksheets may be copied for educational purposes free and without special permission. Permission for
additional use may be obtained from the Department of Education and Science, Marlborough St., Dublin 1,
Ireland.
Published by An Roinn Oideachais agus Eolaíochta, Department of Education and Science.
Design: Image Management, Maynooth, Co. Kildare. Tel: ++353-1-6289983.
Illustration: Metaphor, Lucan, Co. Dublin.
© Department of Education and Science 1999.
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WALK TALL PROGRAMME
GENERAL INTRODUCTION
BACKGROUND
The prevention of substance misuse is a concern of every person, and is a particular concern of
those who work regularly with children. Effective prevention strategies need to take account of
the influence of family, friends and community, of social factors, culture and media as well as
of schools. Parents and people at home have most influence on the lives of children and are,
therefore, crucial in any prevention strategy. Young people, youth clubs, sport organisations,
community organisations, church bodies, health services, gardaí (junior liaison officers and
community gardaí in particular), all have important contributions to make to prevention.
Schools, in conjunction with family, peers and community, can have an important role in
helping children develop personal strengths and social skills that will help them make
responsible decisions.
The age of first use of legal drugs is falling and the range of illegal drugs available is expanding.
Surveys conducted by the E.S.R.I. and data from treatment services and community groups have
indicated an increase in contact with, and use of, illegal drugs during the past ten years. The
First Report of the Ministerial Task Force on Measures to Reduce the Demand for Drugs (1996)1
stated that in the longer term, the most effective response might be to put proper preventative
strategies in place, (p. 42). The Report also recommended that particular emphasis be placed on
early childhood intervention (p. 42).
Some primary school children may know a great deal about drugs and drug-taking. Schoolbased prevention programmes provide opportunities for teachers, in partnership with parents,
to explore what children already know, to clarify issues and to develop the skills necessary for
prevention. Primary school children are at an age when attitudes and values are developing and
forming rapidly. Developing positive attitudes at this stage can contribute to healthier attitudes
in the longer term. Studies have shown that few young people try illegal drugs for the first time
after the age of twenty. This has significant implications for prevention policy. Prevention
programmes are likely to be most effective the earlier children are exposed to them and before
experimentation takes place.
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WALK TALL PROGRAMME
In 1995, the Department of Education initiated planning for a pilot project on Substance Misuse
Prevention in primary schools. The project was intended to complement and provide a basis for
post primary substance misuse prevention work which has already started in many second level
schools through use of the programme On My Own Two Feet.2 The early stages of the project
involved the design and drafting of classroom materials for all primary levels during the
summer of 1996. The use of these materials was subsequently tested in a number of primary
schools in Dublin, Cork and Donegal during 1996/97. The materials now presented are the
result of valuable feedback from the teachers in the schools in this pilot project and their fuller
use during 1997/98 in primary schools in certain priority areas where misuse of drugs causes
serious problems. It is hoped that the Walk Tall Programme will be a valuable resource for
all teachers in primary schools.
AIMS
The resource materials developed and the associated in-career development for teachers
constitute an educational support programme, the main aim of which is prevention of misuse
of substances. Stated another way, the Walk Tall Programme hopes to give children the
confidence, skills and knowledge to make healthy choices. The Programme also seeks to avert,
or at least delay experimentation with substances and reduce the demand for legal and illegal
drugs. It is not aimed specifically at children who are misusing drugs frequently, or who are
living with addiction, although they can benefit from the Programme. The needs of these
children may be more fully addressed by support from other agencies in consultation with
parents or guardians, and school programmes can complement such interventions.
THE ROLE OF THE SCHOOL IN PREVENTION
Education flourishes in an environment, more so than in a programme. Children can learn
more from what they observe in the home, in their environment, in the school and from peers
than they do from formal classroom instruction. Self-esteem, for example, is influenced by one’s
experience of relationships with others and skills are learned as and when they are practised.
When considering prevention in the school context, a school plan which takes into account the
development of the child and his/her needs and life experiences in a holistic way, will be more
effective than one-off activities. An effective school plan will involve consideration of some or
all of the following:
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WALK TALL PROGRAMME
•
development of a school climate and culture which values and practises respect in
interpersonal relationships,
•
helping children to appreciate their worth and the worth of others,
•
helping children to take responsibility for themselves and for others,
•
providing outlets for creativity and enjoyable healthy pursuits and activities,
•
a structured programme of Social, Personal and Health Education which has substance
misuse prevention as an integral part,
•
having a safe school environment, including safety with regard to discarded items in
the school yard and safe storage of items such as solvents,
•
support for vulnerable children,
•
strengthening the co-operation between parents, the school and the wider community
in dealing with substance misuse prevention.
In the context of such a plan, the use of graded, structured materials by teachers at all class levels
will greatly enhance the possibility of achieving the aims of Substance Misuse Prevention and
those of an overall Social, Personal and Health Education Programme.
EFFECTIVE TEACHING AND PREVENTION
The teacher is the most important resource person in schools in implementing any programme.
If teachers are convinced of the worth of a programme and feel confident in delivering it, it is
likely to be successful. Many factors can impinge on the effectiveness of teachers. The notion
that schools should cure all society’s ills may be a source of frustration. In this regard, teachers
need to be realistic about the goals they set themselves. In relation to the Walk Tall
Programme, teachers should be clear that their role is to contribute to prevention and is not
primarily a treatment role. While teachers and the school can collaborate with parents and
community agencies they also need to feel that they are supported and that their role is
understood.
The importance of an effective school plan as a means of supporting teachers has already been
mentioned. Another support for the individual teacher when implementing a new programme
will be to discuss progress with colleagues. Support can also be found outside the school in the
form of relevant training courses, some of which may be linked to support services in the
community.
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WALK TALL PROGRAMME
Familiarity with the Walk Tall Programme will increase the teacher’s confidence. As teachers
work through the lesson plans, they will find ways of relating them directly to children’s
experiences – for example, an incident in the yard may prompt a teacher to use some of the
lessons on making rules or bullying. Skills learned through the Programme need to be used in
a variety of contexts if they are to be developed. If used in an integrated way, the lessons can
come alive for both pupils and teachers.
APPROACHES TO PREVENTION
Research into successful substance misuse prevention suggests that approaches which allow for
the development and reinforcement of personal and social skills and the imparting of ageappropriate knowledge in a structured, developmental programme, are more successful than
one-off talks or activities. Accordingly, the three elements of the Walk Tall Programme are
skills, attitudes and knowledge.
Skills: the world we live in is constantly changing and to help children deal with this they need
core skills such as valuing themselves and others, communication skills, co-operative skills,
decision-making and critical awareness skills. These can be best taught and developed through
active learning methods.
Attitudes: these are very important in determining the decisions we make. Children may
come to school with preconceived ideas which will affect how they behave and approach new
experiences – for example, if they think smoking is ‘cool’ they are unlikely to resist
experimentation opportunities. In some instances children may be getting mixed messages
from adults about the acceptability of certain drugs, such as alcohol, and this may need to be
explored in class. Creating an active learning environment allows for exploration of children’s
attitudes and can open up the possibility of changing their attitudes to drugs.
Knowledge: children as well as adults need accurate, age-appropriate information about drugs
if they are to be in a position to make informed choices about use or misuse. Children often
find it difficult to distinguish between myths and facts about drugs. In the Programme, the
emphasis is on finding out what children already know about drugs, and where and when
appropriate, on providing accurate information.
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WALK TALL PROGRAMME
TEACHING METHODS
If I hear I forget,
If I see I remember,
If I do I understand.
Chinese Proverb
When children are learning in an active way they are far more likely to remember what they
have been taught. The following diagram best illustrates this:
We tend to remember:
10%
20%
30%
50%
Level of involvement:
Reading
Passive
Hearing
Looking
Hearing and
Watching
Video demonstration
70%
90%
Discussing
Participating
Saying/Doing
Simulating, the real thing
Adapted from Notebook for New Faculty,
Centre for Teaching Effectiveness, University of Texas at Austin.
10
Active
WALK TALL PROGRAMME
The active learning approach helps children develop in a child-centred environment. For this
reason it is widely recognised as most appropriate for all forms of Social, Personal and Health
Education. In the active learning environment, learning is seen as a cyclical activity.
GENERALISE
SHARE
APPLY
GENERALISE
APPLY
SHARE
EXPERIENCE
EXPERIENCE
Once one cycle has been completed, it can lead to further cycles of learning. For example, in
the Walk Tall Programme, children may be given the opportunity through role play or
circle work to explore (experience) feelings of sadness or happiness. These may be shared and
reflected upon within the group through exploration of the variety of reactions to the
experience, leading to some understanding of the feelings of others. Generalisations could
then be made about what makes children happy/sad and these may in turn inform decisionmaking about classroom or playground rules. If these were then applied and tested the cycle
of learning might be considered complete. Application of the new rules could then form the
basis of further experiences for children, leading to a new cycle or spiral of experiential learning,
as is illustrated in the above diagram.
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WALK TALL PROGRAMME
The Walk Tall Programme gives practical suggestions and ideas for exploring and
developing skills, attitudes and knowledge in the classroom through the use of various
methods. The variety of methods used reflects the belief that children have multiple
intelligences. Howard Gardner (1993)3 has identified and written about seven types of
intelligences. He names them Language, Logic, Aesthetic/Spatial, Body/Kinaesthetic,
Rhythmic/Music, Interpersonal and Intrapersonal. Gardner (1993) claims that of all of these
only the first two may be valued in many educational settings at present, and these are the two
abilities measurable on, for example, intelligence tests. He makes a case for valuing all of the
types of intelligences, as they are all needed in society. The knowledge that children learn in
many different ways supports the desirability of using many methods.
The following methods are proposed in the classroom materials:
Discussion
This can be triggered by a wide variety of experiences inside and outside of the classroom. It is
important that discussions be planned, have clear objectives and be structured in accordance
with the aims and objectives of a lesson. Emphasis is placed on the development of good
listening skills throughout the Programme as a vital prerequisite for conducting useful
discussions. Teachers sometimes say, “we got nothing done because the discussion went on for
so long.” However, its importance should not be underestimated for it is through discussion
that we deepen our own and children’s understanding, leading eventually to better learning.
Art Work
Artistic expression can be very useful as a way of allowing children to express ideas and feelings.
Forms of art work which are used in the lesson plans include drawing, painting, collage and
posters. It is not always assumed that children will display their work, as in some instances
privacy may be desirable. Art work can also be particularly useful for overcoming literacy
problems. Children – and adults – sometimes have inhibitions about their ability to draw. It is
important not to emphasise the drawing aspect as accuracy of the finished product is not the
primary aim of the activity. A useful strategy for overcoming anxiety or reticence about drawing
ability might be to ask children initially to draw with their non-dominant hand. This can
illustrate that we are not expecting an accurate reproduction in the particular circumstances.
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WALK TALL PROGRAMME
Co-operative Games
These differ from competitive games in that all the children are involved and there are no
winners and no losers. The emphasis is on helping each other to achieve certain objectives,
which can help to foster trust and positive relationships in the classroom. Enjoyment and fun
can be generated through the use of co-operative games.
Circle Work
Circle work is a form of group listening where children/adults sit in a circle to discuss issues,
feelings and opinions in a structured and democratic way. Research suggests that it can enhance
self-esteem if used regularly. A speaking object, talking stick, or microphone greatly helps order,
the idea being that the child with the speaking object has the power to speak and all others have
the power to listen. Children always have the right to pass on a particular question and that
decision needs to be respected.
Stories, Poems, Songs and Rhymes
There is a variety of stories, poems, songs and rhymes referred to and contained in the materials.
These can help to initiate discussion on children’s experiences and may point to solutions to
problems they may be having. Stories, poems, songs and rhymes can help to reinforce learning
experiences and are often remembered for a long time.
Role Play and Mime
Role play is a simulation of real-life situations in a controlled and safe environment. In role play,
children take on roles based on real-life situations in which personal skills can be developed and
tested. In the Walk Tall Programme there are suggestions on how role play and mime might
be structured at the different class levels.
Visualisations
Visualisations have been likened to journeys of the imagination. They can be used for relaxation
and calming and also for developing self-awareness and inner strength. In the classroom
materials there are some guided visualisations where the teacher invites children on an
imaginary journey using a prepared script.
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WALK TALL PROGRAMME
Group Work
Group work is used extensively in the lesson plans as a way of developing and practising skills
and building a co-operative climate. Sometimes the work is carried out in pairs or small groups,
and the results are then brought back to the class group. It is a valuable way of ensuring that
everyone is active in the learning experience.
Project Work
Project work is suggested at all levels in the Programme, and is a particular type of group work
involving specific skills. Children will use research skills, such as interview or survey, which can
be transferred to other curricular work undertaken in the classroom.
Brainstorming
This activity provides children with opportunities to generate ideas quickly. All contributions
are recorded without comment. The group may then categorise and prioritise using discussion
and negotiation techniques.
Movement
Suggestions for movement activities are incorporated into the materials. These allow children
to explore feelings and skills. Through movement, children can access their inner world in a
relaxing, healthy and enjoyable way.
In the lesson plans there are detailed procedures for each of the methods listed above. However,
as teachers become familiar with the materials they may find additional uses for the methods,
which will allow for reinforcement of the skills involved.
Teachers who wish to get more information about any of the methods should consult the
Resources List on pp. 144, 145.
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WALK TALL PROGRAMME
EFFECTIVE USE OF THE MATERIALS
Reference has already been made to the desirability of adopting a whole school approach to
Substance Misuse Prevention through the development of a school plan for Social, Personal and
Health Education, which has Substance Misuse Prevention as an integral part. The following
illustration shows the core areas in a Social, Personal and Health Education curriculum in order
to provide a framework for such a plan:
Health
Education
Programmes
Relationships
and Sexuality
Education
Social
Personal
and
Health
Education
Substance
Misuse
Prevention
Programme
Stay Safe
Programme
The flower symbol is useful, suggesting that at the heart of any Social, Personal and Health
Education curriculum is the nurturing of the growth and development of children. A caring
school climate and ethos will foster the right conditions for growth, while the use of structured
materials will provide a framework for such work to take place in the classroom.
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WALK TALL PROGRAMME
Social, Personal and Health Education
Teachers are interested in how the materials in the Walk Tall Programme relate to other
programmes such as Stay Safe4 and Relationships and Sexuality Education,5 and how
they may be integrated to form a comprehensive Social, Personal and Health Education
curriculum. A thematic approach allows teachers to make the best use of all the resources
available. For example, the main themes in the Walk Tall Programme are Self-esteem,
Feelings, Influences, Decision-making and Drugs Awareness. Some of these themes are
also found in the other programmes, although different aspects may be highlighted, depending
on the aims of the programme. Self-esteem is a core theme and all the programmes aim to
develop the child’s self-esteem. The child with good self-esteem is better able to resist
opportunities or offers to misuse drugs, make good choices about personal safety, and sustain
healthy personal relationships. The theme of feelings is also a recurring one across the
programmes. As an example, a summary of topics in relation to feelings in the different
programmes is outlined in the following grid, showing some areas of overlap and potential for
integration:
SUBSTANCE
MISUSE
STAY
SAFE
RELATIONSHIPS
AND
SEXUALITY
Recognising feelings
e.g. happy, scared, angry
Recognising feelings –
safe and unsafe
Naming
feelings
I have feelings
The importance of
expressing our
feelings
Identifying situations
in which feelings are
experienced
Feelings and emotions
with specific reference
to safety
Exploring how feelings
are expressed
Learning to celebrate
Listening to feelings
Expressing feelings
Dealing with put-downs
Recognising my
feelings
Feelings and
emotions
Empathising
Dealing with
difficult feelings
If I don’t feel safe
I can …
Work completed in one programme on feelings and other themes will underpin, extend and
complement work from another programme. However, this integration should ensure that the
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specific aims of the various programmes are not lost as all are important for the child’s
development. Each programme has its own rationale and guidelines to which teachers should
refer.
Teachers familiar with the Walk Tall Programme suggest that it could be used as a basis for
a Social, Personal and Health Education curriculum, with the other programmes such as Stay
Safe and Relationships and Sexuality providing key lessons in their specialised areas.
Various health and nutrition programmes developed through Health Boards and the Health
Promotion Unit will complete the picture. Integrating the materials of the other programmes
with the Walk Tall Programme will ensure a broad, well-developed approach to Social,
Personal and Health Education.
Cross-curricular links
It is important to note that the programme can be taught in a cross-curricular way.
Environmental Studies, Physical Education, Language Development, Arts and Crafts and Music
are some of the subject areas in which the Programme can be taught. Lessons in some cases can
be taught across a range of subjects. For example, a lesson could include a story which involves
oral language, some written language on a work sheet, a movement activity which could be
completed in P.E., or a collage activity which could be completed during Arts and Crafts.
Examples from the sixth class programme are outlined below:
Environmental Studies
Language Development
Arts and Crafts
Unit 1
Lesson 4
My Roots
Unit 3
Lesson 3
A Way of Deciding
Unit 5
Lesson 2
What Is A Drug?
Unit 1
Lesson 5
I Can Do It
Unit 2
Lesson 3
Dealing With Difficult Feelings
Unit 1
Lesson 3
My Identity Shield
Unit 5
Lesson 1
The Bag
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Implementation Issues
The classroom materials use a variety of active learning methods. Some of the methods may be
familiar, while others will be new. Children will require time to build up their skills if they have
not had experience of these methods before. It is important to take time to build up their
confidence by doing lessons with which they feel comfortable. If at first the activities don’t
proceed as planned it is important to reflect on why this may be so. Children may need more
introductory practice to work in the different ways advocated. Discussion with other teacher
colleagues can be helpful in these circumstances. Ideally, the programme starts in the infant
classes and the children gradually build up the skills needed to work through the programme.
Dedicated folders for their work allow teachers and pupils to review progress and assess learning.
It is not necessary to start with any particular section. However, Unit One is seen as
incorporating materials that will help build a supportive class climate. The materials from the
Feelings unit require that teachers are comfortable talking about feelings and that there is a
supportive atmosphere in the classroom and will therefore be more appropriately used when
some work has already been undertaken with the class. It is advisable that teachers choose
materials with which they are comfortable as their starting point.
An overview of the content of the whole Programme is included in each set of classroom
materials on pp. 22-23. This allows teachers to see at a glance what precedes and follows the
work at any given level. This will aid the teacher in assessing whether the lesson plans are
appropriate for a given class. For example, if the children have no prior experience of talking
about feelings in the classroom, it might be appropriate to use lesson plans from a lower class
level initially. At all times it is the teacher, who knows the children, who is in the best position
to decide on the appropriateness of the content and methods used.
Ground Rules
Establishing ground rules for the class can create a supportive atmosphere and help set
boundaries. It is important that the children are actively involved in deciding on ground rules.
Some examples of ground rules are:
•
Listen when someone else is talking
•
Put-downs are not allowed
•
No one is named in a negative way
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WALK TALL PROGRAMME
As part of developing ground rules a discussion in regard to sharing outcomes of class work
outside of the class group may be useful. This might lead to a ground rule such as outside of class,
share only your own contributions to class discussion. The approach taken will depend on the age
and experience of the children. Children may need to be reminded of the ground rules from
time to time or as issues arise.
The Teacher’s Role
The role of the teacher in the active learning environment is like that of a facilitator. This may
initially involve planning and setting up the structures for an active learning approach – the
ground rules are one example of this. However, as important as what is done is how it is done.
Important considerations are the building of trust, respect and positive regard for all, developing
and maintaining good relationships between teacher and pupils and among the pupils
themselves, and having clear goals, expectations and learning objectives. The teacher as
facilitator encourages children to share ideas and opinions, asks questions, and, as appropriate,
devolves responsibility to the group for answers and outcomes. The value of discussion during
or after an activity should not be underestimated as it can deepen understanding leading to
better learning for all. However, the teacher is also a leader and the entire process is one of
leading children towards valuing what is good.
ASSESSMENT
It is generally acknowledged that assessment in the area of Social, Personal and Health
Education is difficult. However, when assessment is viewed as a tool for improving what is
happening for children in the classroom, it is as relevant in this area of the curriculum as in any
other.
Assessment has two main purposes – formative or summative. Formative assessment, such as
teacher observation, is useful when trying to tailor programmes such as Walk Tall to suit
individual and group needs. Summative assessment affords the teacher an opportunity to reflect
on the progress of the child through any given programme, and the effectiveness of the
methods and materials in meeting children’s needs.
A manageable approach to assessment in the Walk Tall Programme is to focus on the skills,
attitudes and knowledge that are contained in the materials at the different class levels. Bearing
in mind that one will monitor a range of behaviours, achievements and developments, many
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WALK TALL PROGRAMME
of which may not have been assessed in the school in a formal or organised way previously, it
will be necessary to have a number of assessment approaches including the non-formal ones.
It is suggested that the following general approaches can assist in assessment:
•
Teacher Observation
•
Teacher-designed Tasks and Tests
•
Projects and Folders
•
Feedback from Parents
Teacher observation is probably the most effective way of assessing attitudes and skills
development. Teachers are constantly observing children in and out of the classroom. While
children are engaged in activities, teachers can informally observe, for example, the levels of cooperation and participation and the attitudes towards the work in hand. Teacher observation
could also help to pinpoint particular difficulties which individuals or groups of children might
have with some methods in the classroom materials. If carried out in an organised, reflective
way observation can inform future planning for the Programme.
Teacher-designed tests and tasks may be appropriate for assessing the knowledge and skills
children have gained through the Programme. There are some examples in the classroom
materials of quizzes to assess children’s knowledge. Occasionally, teachers may introduce
specific tasks to test, for example, the level of co-operation or assertiveness of children.
Project work and displays suggested in the classroom materials can help and complement both
the teacher’s observations and the tests and tasks mentioned above. Teachers in the pilot
schools have indicated that having a dedicated folder for children’s work can be a very useful
way of monitoring and assessing what has been learned.
Arranging for feedback from parents can be very helpful to teachers and schools in developing
programmes. Such feedback will occur mainly in an informal way through contact with
individual parents or with parents’ groups or at parent meetings. It will relate mainly to
communication between parent and child at home. To be really helpful it needs to be preceded
by informing parents about the school’s aims and programmes.
Time is given at the end of each class level to allow children to evaluate the Programme. This
could be a very useful way of gathering information about its suitability while allowing children
to practise critical evaluation skills.
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WALK TALL PROGRAMME
In considering assessment it is necessary to think in terms of short-term, medium-term and
long-term objectives. The achievement of short-term objectives can be approached through
monitoring classroom and school behaviour, achievements and developments. Feedback from
parents can supplement this. Achievement of medium-term objectives may be monitored when
children have progressed to senior levels of the primary school and through feedback from post
primary schools. Achievements of longer-term objectives are assessed through follow-up studies
of young people generally, surveys such as those carried out by the E.S.R.I. and general feedback
from health services and other social data. Clearly, the immediate concern of the individual
primary school will be with short-term objectives, and to the extent possible, with mediumterm objectives. The achievement of longer-term objectives will be largely outside the capacity
of the individual primary school to assess, and will be considered in the context of the wider
and more general approaches mentioned earlier.
CONCLUSION
Substance Misuse Prevention is a complex and demanding task which needs to be approached
in the context of increasing drug use among young people. No one group holds the key to
prevention, rather a co-operative approach is required. The importance of schools in the context
of an overall prevention strategy is acknowledged in the development of school-based
programmes such as Walk Tall. The success of any programme will be influenced greatly by
what is happening both inside and outside schools to support young people to make healthy
lifestyle choices.
References
1. First Report of the Ministerial Task Force on Measures to Reduce the Demand for Drugs. October 1996.
2. On My Own Two Feet: Educational Resource Materials for Substance Abuse Prevention. Department of
Education. 1994.
3. Gardner, H. Frames of Mind: The Theory of Multiple Intelligences. London: Paladin. 1993.
4. The Stay Safe Programme: Personal Safety Skills for Primary Schools. Child Abuse Prevention
Programme. 1997.
5. Resource Materials for Relationships and Sexuality Education. Department of Education and Science.
1998.
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WALK TALL PROGRAMME
Junior Infants to 2nd Class
JUNIOR INFANTS
Unit Name
Lesson Name
FIRST CLASS
Unit name
Me and others
The name game
This is me
There’s no one quite like me
This special person’s name
My important people
Bear hugs
I am unique
My name
Our favourite things
Alike/different
I have talents
I have opinions
My five senses
I taste with my tongue
Blindfold walk
The feely box
Noisy places
Which sense?
Our giant book of senses
People who live
and work together
need rules
If there were no rules
People who make rules care
about something important
There are rules about medicines
The rules of this classroom
I have feelings
Feelings are okay
When I’m happy
It’s okay to cry when I’m sad
When I feel angry I have
lots of energy
It’s okay to make mistakes
When I’m scared I look for help
I share my feelings with people I trust
Places where I belong
I belong with my class
I belong in my home
I belong …
I would like to belong …
Looking back,
looking forward
I’m celebrating all I’ve learned
Belonging and co-operating
Who lives inside my front door?
Jack’s story (co-operation)
Storm (leadership)
Taking care of my body
Things I put on my body
Miss Polly’s sick dolly
What would you do?
Feelings
Feeling faces
The big happy picture
Things that go bump in the night
I’m lonely
Little Miss Angry
Caring and sharing
Looking back,
looking forward
Lesson name
Celebration
SENIOR INFANTS
Unit name
Lesson name
SECOND CLASS
Unit name
Identity and self-esteem
Changes and choices
I change as I grow
The influence of friends
The influence of advertising
Do I want to smoke?
Bullying
My body
My heart and my lungs
My brain is my control centre
My body needs food
Too much of a good thing
Drugs are very powerful
Why are those children having
injections?
I’m always learning
I’m learning to trust
I’m learning to co-operate
I’m learning to use my own brain
I’m learning to say no
I’m learning to ask for what I want
I’m learning about my rights
Looking back,
looking forward
My five senses
Names I have
The face in the mirror
Faces
Mushka
Name train
The crocodile pool
The magic box
Are you? Can you? Do you?
The five senses
Taste test
What’s in the box?
What do you smell?
Jungle journey
Time for a rhyme
Belonging
My special people booklet
Our class
Helping hand tree
Taking care of my body
Five little children
Things that go in my body
Feelings
Things to be happy about
Hot air balloon ride
Looking back,
looking forward
Stars
22
Lesson name
WALK TALL PROGRAMME
3rd Class to 6th Class
THIRD CLASS
Unit name
Setting the scene
Rules of the classroom
Listening
Valuing self and others
My name is special
My strengths
I am unique
You are unique too
I want … I need
I have feelings
What’s that feeling?
I felt happy when …
Not-so-good feelings
I feel, I do
If I’m tense I can relax
My body in and
out of balance
On and off balance
Body balance
What’s good for me?
Smoking
Drinking
Choices
Now or later
Who influences me?
Acting on impulse
Making a choice
Looking back,
looking forward
FOURTH CLASS
Unit name
Rules of the classroom
Taking time to listen
Listening for feelings
Who am I?
Self acceptance
Self-portrait
What’s it worth?
I know … I think
Viewpoints
Substances
How do they feel?
Expressing feelings
People shrink from put-downs
Dealing with difficult situations
Feeling the air in our bodies
Smoking- what do you think?
Being offered a cigarette
Forming and breaking habits
Alcohol
What is a drug?
Standing up for myself
Groups I belong to
Decision-making
Practising decision-making
What do I say to myself?
Conflicts
Direct communication
Looking back,
looking forward
23
Lesson name
Me and others
This is my life
Me
Interview
You can’t win all the time
Feelings
How are you feeling?
Painting feelings
What happens when I feel … ?
Influences
Says who?
Part of the gang
Someone I admire
Advertising
Decision-making
Types of decisions
Ways of deciding
I can choose
Risky situations
Alcohol
Alcohol – how we see it
Alcohol – information
Alcoholism and the family
Looking back,
looking forward
SIXTH CLASS
Unit name
Lesson name
Setting the scene
and listening
Feelings
FIFTH CLASS
Unit name
Lesson name
Lesson name
Ways of seeing
Group building
Getting to know each other
My identity shield
My roots
I can do it
Handling criticism
Feelings
What do I do when I feel?
Strong feelings
Dealing with difficult feelings
Decision -making
Making decisions
What I decide
A way of deciding
How others see it
Smoking
The smoking bottle
Smoking
Let’s do something
Drugs
The bag
What is a drug?
What do I think about drugs and
drug-taking?
What can they do now?
Making decisions about drugs
Addiction
Action on drugs
Looking back,
looking forward
Looking to the future
Celebration shields, worry stars
A new school
WALK TALL PROGRAMME
INTRODUCTION TO
SIXTH CLASS LESSONS
This Programme is divided into six units, Ways of Seeing, Feelings, Decision-making,
Smoking, Drugs and Looking Back, Looking Forward. The first three units deal with
self-esteem, feelings and decision-making. These units include material related to substance
misuse but in a less overt manner than subsequent units. Units Four and Five deal with smoking
and drugs respectively. The final unit aims to help the children prepare for the transition to
second level school.
The Programme is process-centred. While information is taught, the main focus is on
developing attitudes and skills e.g. self-awareness, self-esteem, listening, co-operation and
empathy. The children’s experiences and opinions are valued and respected. Right answers are
not sought. Children are given the opportunity to express their views and tell their stories.
A variety of methodologies is used in these lessons. These include discussion, role play, group
work, brainstorming, art work, relaxation exercises and story. It is important that teachers
familiarise themselves with the structure and content of the lessons prior to using them. A brief
explanation of the various methods is contained in the General Introduction and titles of
relevant books are provided in the Resources List.
Some of the lessons included in this Programme deal with sensitive issues. These range from
dealing with grief to understanding relationships and handling criticism. It is important that
teachers be aware of these issues prior to implementing the lessons. Where appropriate, the
Teacher’s Note highlights these issues.
Folders
It can be useful for each child to have a special folder for this work. This could be decorated at
the beginning of the year.
24
WALK TALL PROGRAMME
Parents
A letter to parents informing them about the Programme and inviting their positive
participation is included on p. 27. Teachers may wish to send this to parents prior to
introducing the Programme.
25
WALK TALL PROGRAMME
OVERVIEW OF
LESSONS AND METHODS
UNIT NAME
LESSON NAME
Ways of Seeing
Group Building
Getting to Know Each Other
My Identity Shield
My Roots
I Can Do It
Handling Criticism
Brainstorming, Discussion
Game, Discussion
Art work, Group work
Discussion, Project work
Brainstorm, Discussion
Story, Discussion, Role play
Feelings
What Do I Do When I Feel?
Strong Feelings
Dealing with Difficult Feelings
Discussion
Discussion, Role play
Story, Group work, Discussion
Decision-making
Making Decisions
What I Decide
A Way of Deciding
How Others See It
Discussion
Discussion, Group work
Discussion, Story
Story, Discussion
Smoking
The Smoking Bottle
Smoking
Let’s Do Something
Demonstration, Discussion, Art work
Group work, Discussion, Art work
Role play, Discussion
Drugs
The Bag
What is a Drug?
What Do I Think About
Drugs and Drug-taking?
What Can They Do Now?
Making Decisions About
Situations Involving Drugs
Addiction
Action on Drugs
Discussion, Art work
Looking to the Future
Celebration Shields, Worry Stars
A New School
Discussion
Discussion, Art work, Group work
Group work, Discussion
Looking Back,
Looking Forward
METHODS
26
Group work, Discussion
Story, Discussion
Story, Discussion
Discussion, Group work, Project
WALK TALL PROGRAMME
Date _______________
Dear Parent/Guardian,
We are beginning a programme of Social, Personal and Health Education with children over the
coming weeks. One of the main aims of the programme is Substance (drugs) Misuse Prevention.
The main themes covered are Self-esteem, Feelings, Decision-making and Drugs. The emphasis
is on giving children life skills, along with accurate, age-appropriate information. The main
drugs dealt with are alcohol and nicotine.
Parents and teachers cannot be with children all the time, particularly as they grow older.
Consequently, they need to be able to stand on their own two feet to face all the challenges of
modern society. Hopefully, at the end of the programme, children will be better equipped to
deal with any difficult situations they may face in the future.
The programme begins by building children’s self-esteem. You may be asked to participate in
your child’s learning as we work through the various activities in the programme, for example
helping your child to complete a home assignment or providing magazines for art work. You
may also wish to discuss the programme with your child from time to time. Your positive
participation will help in fostering the successful teaching of the programme.
A copy of the materials being used is available for viewing if you wish. If you have any
questions, please feel free to discuss these with me.
Thank you for your co-operation.
________________
Class Teacher
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WALK TALL PROGRAMME
28
UNIT ONE
WAYS OF SEEING
WALK TALL PROGRAMME
Unit One
WAYS OF SEEING
This unit commences with a group building lesson, which establishes ground rules for the
classroom.
The main theme of the unit is self-identity. We are all unique and celebrating this uniqueness
helps build self-esteem. A positive self-image is promoted by focusing on positive attributes.
A number of the lessons in this unit explore a sense of belonging. The children research their
roots through family interviews, while other activities establish a sense of belonging for the
children in the class group. The final lesson deals with handling criticism, which is a valuable
life skill.
The lessons in this unit are as follows:
LESSON I
GROUP BUILDING
LESSON 2
GETTING TO KNOW EACH OTHER
LESSON 3
MY IDENTITY SHIELD
LESSON 4
MY ROOTS
LESSON 5
I CAN DO IT
LESSON 6
HANDLING CRITICISM
ADDITIONAL ACTIVITIES
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WALK TALL PROGRAMME
LESSON 1
GROUP BUILDING
CORE CONCEPT:
A safe atmosphere is needed to facilitate group work.
PURPOSE:
To establish group identity by introducing the concept of working as a team/group.
To draw up rules for working as a group.
RESOURCES NEEDED:
Blackboard/chalk
Worksheet: Contract (p. 33)
PROCEDURE:
Introduction
Brainstorming
Exploration of rules and drawing up a contract
DETAILED PROCEDURE:
Introduction
Discuss how teams work and play together. Give examples of different team groups – football
teams, pop groups, dance teams, school teams. There are certain elements necessary to make the
team work i.e. a leader, commitment from everybody, rules, and most of all, a reason for being
there. If the rules are constantly broken the game is spoiled. Explain that in this class it is
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WALK TALL PROGRAMME
essential to allow people to speak, to be heard, to learn about themselves and to learn about
things that are important to them. We need special rules to make this class work.
Brainstorming
Brainstorm with the children possible rules for the class. List suggestions on the board. The
following core rules need to emerge:
Listen carefully to each other
No put downs
No naming names in a negative way
Follow instructions
Respect each other’s views
Exploration of rules and drawing up of a contract
Discuss the suggestions and together decide on a few simple clear rules, which will help
everyone feel good about talking in this class. Draw up the contract. Display the rules on the
board. Each child copies the contract onto the worksheet: Contract and keeps their own
contract in their folder.
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WALK TALL PROGRAMME
Contract
I ______________________________________________________ (name)
agree to play my part in making this class a great team.
The rules of this team are:
1.
2.
3.
4.
5.
6.
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WALK TALL PROGRAMME
Lesson 2
GETTING TO KNOW EACH OTHER
CORE CONCEPT:
Acceptance of similarities and differences is important for building self-esteem and
relationships.
PURPOSE:
To help children learn some different and special things about each other while stressing
individual uniqueness.
TEACHER’S NOTE:
While this lesson could be used at any time, it would be particularly useful early in the
school year when children are getting to know each other again after the summer holiday.
This lesson may extend over two sessions.
RESOURCES NEEDED:
Worksheet: What Person in this Class … ? (p. 37)
PROCEDURE:
Game
Discussion
Worksheet
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WALK TALL PROGRAMME
DETAILED PROCEDURE:
Game
Ask the children to take out a pencil. Explain that you will be talking about similarities and
differences and that they will be using their pencils to do an experiment. The children examine
their pencils carefully, looking for anything that might help them recognise their own pencil.
The next part could be done as a class or in groups. Ask the children to put their pencils in a
pile. Mix them up. Then one by one ask each child to find her/his pencil.
Discussion
How many of you were able to find your pencil without much difficulty?
How did you do this?
What special features made your pencil different from someone else’s?
Worksheet
Give out the worksheet: What Person in this Class …? Explain to the children that you are
going to ask them to walk around the room and try to find someone to fit the description in
each square. When you find a person that fits the description ask him/her to write his/her name in the
square. Keep it secret. Let your classmates find out for themselves. Try to get one name in each square.
Be a good private investigator.
Before they begin the activity invite the children to agree rules for it and write these on the
board e.g.
Only whispering
Only walking (no rushing around or running)
Ask questions politely
A person can only write their name once on a sheet
When several children have completed the worksheet have all the children sit down. The
following questions can be used for discussion:
How many have five squares filled? Ten squares? All squares?
How did it feel to ask another person about him/herself?
How did it feel to be asked about yourself?
Was there anything you learned about a classmate that you didn’t know before?
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WALK TALL PROGRAMME
EXTENSION WORK:
Ask the children to paint a picture entitled: There is only one … inserting their own name in
the space. This picture should include elements of their own individuality e.g. family, interests,
skills, hair colour.
36
WALK TALL PROGRAMME
What person in this class … ?
Directions: Walk quickly around the room and find the person who fits the
description in the box. Have this person write his/her name in the box.
Find a person who:
1
8
15
has blue eyes
can play a piano
likes to read
2
9
16
has more than nine
letters in his/her name
has a dog, a cat and a
gold-fish
likes to talk in front of
groups
3
10
17
is wearing
blue socks today
has lived in another
place
has a birthday this
month
4
11
18
has brown eyes
is a good listener
is friendly
5
12
19
likes to sing
likes football
is wearing a watch
6
13
20
has two sisters and
two brothers
is wearing a ring
or earring
is the only child
in the family
7
14
21
can swim
is a friend of yours
likes to laugh
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WALK TALL PROGRAMME
Lesson 3
MY IDENTITY SHIELD
CORE CONCEPT:
Being able to accept oneself is important in building self-esteem.
PURPOSE:
To reinforce children’s sense of themselves.
RESOURCED NEEDED:
Worksheet: Coat of Arms Shield (p. 40)
Crayons/markers
PROCEDURE:
Coat of arms
Group discussion
Discussion and display
38
WALK TALL PROGRAMME
DETAILED PROCEDURE:
Coat of arms
Explain to the children that today they are going to make a shield showing some things they
like and things they have achieved. Give each child a Coat of Arms Shield and ask the
children to draw pictures or write about the following in the sections. Write these on the board:
Something you enjoy doing
Your favourite place
Something you do really well
Your favourite T.V. programme/film/book
A way you help people
Something you learned in the last two years
When they have completed this task ask them to write their names at the bottom of the shield
and decorate them.
Group discussion
Divide the children into small groups of four or five and ask them to talk about what they drew
or wrote.
Discussion and display
Bring the children together in a circle and discuss:
How did you feel making the shield?
What was it like to talk about your shield?
What did you learn about yourself?
Anything you learned about a classmate?
Complete the discussion by asking each child to name something they can do that they learned
in the last two years. Allow the children to display their shields, if they wish.
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WALK TALL PROGRAMME
Coat of arms shield
1.
2.
3.
4.
5.
6.
40
WALK TALL PROGRAMME
Lesson 4
MY ROOTS
CORE CONCEPT:
A sense of belonging creates security and helps build self-esteem.
PURPOSE:
To promote a positive self-image.
To increase a sense of belonging.
TEACHER’S NOTE:
The work on this lesson takes place over a couple of weeks e.g. the interview with
grandparents/oldest member of the family. Sensitivity is required, as some children may not be
in contact with their parents, so talking with some other older person needs to be suggested.
Awareness of the variety of family structures within the class will help to ensure the success of
the lesson. If families are separated by great distance it may be helpful to encourage contact by
letter. Supporting a sense of continuity and pride between generations enriches each life and
can give a greater sense of security to all concerned.
PROCEDURE:
Interview
Discussion
Heritage Day
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WALK TALL PROGRAMME
DETAILED PROCEDURE:
Interview
Prepare the children to interview the oldest member of their family or the oldest person they
meet regularly, if that is more appropriate. Possible topics to discuss during the interview:
When and where they were born
Where they lived when they were young
What life was like when they were growing up (their friends, clothes, food, music, and
school).
What stories and songs they remember
Talk about how they coped with some problems they might have had
Look at photographs from the person’s childhood (if available)
Discussion
When the interviews have taken place briefly discuss with the children:
How did you feel while interviewing the person?
What were some things you learned?
Plan how to display the material.
Heritage Day
Display the children’s work. Invite the grandparents, parents, and other elderly friends that
have been involved in the project, to a Heritage Day in the classroom. Have the children
present what they learned. Invite the visitors to comment and participate.
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WALK TALL PROGRAMME
Lesson 5
I CAN DO IT
CORE CONCEPT:
Acceptance of ourselves is important and planning for what we want to do makes achieving it
more likely.
PURPOSE:
To help pupils become aware of how they are developing.
To build self-esteem.
RESOURCES NEEDED:
Worksheet: Balancing It Out (p. 45)
Extension work:
Worksheet: The News (p. 46)
PROCEDURE:
Brainstorm and discussion
Worksheet
Writing activity
DETAILED PROCEDURE:
Brainstorm and discussion
Explain to the children that they are going to talk about how they are continually learning new
things and how they are given more responsibility, as they grow older. Brainstorm some things
43
WALK TALL PROGRAMME
children of their age are allowed to do that eight/nine year olds would not be allowed to do. Ask
the children to write individually:
Two things they learned to do so far
Two things they could not do last year, which they can do this year
Two things they expect to be able to do next year
Ask for some examples and discuss what they are now able to do.
Worksheet
Give the children the worksheet: Balancing It Out. Stress how we are all different and that
we all have strengths and limitations – there are some things we all do well, other things we
would like to do better. Give some examples yourself. Ask the children to complete the
worksheet individually. Then ask them to share one thing they do well and one thing they
would like to do better.
Give the individual children a chance to talk about how they could reach their goal. Ask for
ideas and suggestions from others. Discuss how we can help each other. Are there other people
you could ask? Emphasise the importance of taking small steps. Have each child identify one
thing s/he will do this week to begin to reach her/his goal.
EXTENSION WORK:
Ask the children to write a newspaper article about something they want to accomplish five to
ten years from now, as though it were already accomplished. Write about how they
accomplished it and how they feel now. Give the children an opportunity to read or display
their article.
44
WALK TALL PROGRAMME
Balancing it out
I will try.
I can do it.
Three things I can do well:
Two things I would like to do better:
45
WALK TALL PROGRAMME
ISSUE 1
The News
DATE:
.
VOLUME 1
by:
Write a newspaper article about something you want to accomplish 10 to 20
years from now as though it were already accomplished. Write about how you
accomplished it and how you feel. Be creative.
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WALK TALL PROGRAMME
Lesson 6
HANDLING CRITICISM
CORE CONCEPT:
Learning how to handle criticism can give us strength.
PURPOSE:
To help the children distinguish between different types of criticism.
To help the children learn ways of handling criticism.
RESOURCES NEEDED:
Worksheet: Criticism situations (p. 50)
TEACHER’S NOTE:
It is important to de-role after the role play. This lesson may require two sessions.
PROCEDURE:
Introduction
Criticism situations
How to handle criticism
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WALK TALL PROGRAMME
DETAILED PROCEDURE:
Introduction
To introduce this lesson, ask the children to recall some of what they wrote and talked about in
the last lesson. Ask them if they recall being criticised when they were trying to do new things.
Explain to the children that we all receive criticism. It is important that we learn how to deal
with it. Not all criticism is fair but not all criticism is unfair. We must learn to see the difference
between the two.
To introduce this section present the following two stories and ask the children to decide if they
think the criticism was fair or unfair.
Paul is twelve and he has a younger brother David who is four. They often fight.
One day Paul came home from school to find David playing with his computer
game. Paul was really mad and he hit David and took the game from him. David
went crying to his Mum. She told Paul that this was not good enough and that he
must apologise to David.
Do you think this was fair criticism?
How do you think Paul felt?
Was he able to listen to the criticism?
Sarah has a friend called Elizabeth. They often play together. One day, Elizabeth
came over to Sarah’s house to play. Elizabeth wanted to go for a cycle. Sarah said
that she didn’t want to go, as she was too tired. Elizabeth went home. At school
the next day, Elizabeth came to Sarah and said that she was stuck up and snobby.
She also said that she was really mean.
Do you think this was fair criticism?
Why do you think Elizabeth said these things?
How do you think Sarah feels?
What can she do?
How to handle criticism
Ask the children if they have ever been criticised.
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WALK TALL PROGRAMME
Have you ever been fairly criticised? (You could share examples with the children.)
Have you ever been unfairly criticised?
How did it feel?
Using the children’s examples, ask them to decide what is the best way to handle criticism. Do
this by asking the following series of questions.
Should we listen to criticism or ignore it?
If we listen to it what must we decide? (Whether it is fair or unfair.)
If it is fair, what can we do? (Try and change.)
If it is unfair, what can we do? (Tell the person that it is unfair and that you disagree
with it.)
Is it difficult to disagree with unfair criticism? Why?
Can it be difficult to explain to the person giving the criticism why it is unfair? (If it is an
adult criticising a child, it may be extremely difficult for the child to do so.)
Select situations from the worksheet: Criticism Situations or devise more appropriate
situations. Read these to the children, then divide them into pairs and ask them to prepare a
role play on the given situation. Ask for volunteers to act out the role play in front of the other
children.
At the end of each role play discuss with the children how it felt to play the role of someone
giving/receiving criticism. Did it make a difference if the criticism was fair/unfair?
Ask the actors to de-role by saying I’m ______________, I’m not ______________, and to shake
hands.
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Liam broke a new vase that his Mum got for her birthday.
He was scared of what she might say, so he hid the vase.
His Mum was wondering where the vase was.
Liam said he didn’t know. His Mum eventually found the broken vase.
She was very cross with Liam for not telling her when it happened.
Catherine was invited to her friend’s party.
She didn’t go because she had to mind her baby sister.
Her friend met her the next day and said that she was mean for not letting her
know and that if she were a real friend she would have come.
Helen took her sister’s clothes without asking her.
She wore them to a friend’s house and spilled coffee on them.
Helen brought them back to her sister and said she was sorry.
Her sister was angry.
Michael didn’t do well in his test at school.
He did a lot of work, but he just didn’t answer the questions correctly.
He got 25% in the test. The teacher said that he would have to work a lot
harder and that his work was not good enough.
Sean was sniffing glue. His big brother found out.
He told Sean that he was stupid. He told him that glue sniffing was for wasters
and that he should have some sense.
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Additional Activities
Poster/mobile
In order for children to increase awareness of their identity they could make a Me poster or
mobile. The children write or find pictures depicting aspects of themselves and make a poster
or mobile using these pictures. You could also encourage the children to describe their work to
the other children.
Circle work
During Circle work you can pass around a bowl of sweets and invite the children to take some.
The children must not eat them until told by you. Ask each child to say a number of positive
statements about themselves in accordance with the number of sweets taken i.e. if a child has
taken three sweets, s/he says three positive statements about him/herself. Encourage other
children to help if a child gets stuck. When each child has said his/her statements, s/he may
then eat the sweets.
My dreams
The children could make a My dreams picture. They draw a picture of a head and cut it out.
(A silhoutte of each individual’s head could also be made using an overhead projector.) The
children write/draw/paste pictures of things they dream about, or things they would like to have
happen. They paste these onto the head. These can be displayed in the classroom.
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52
UNIT TWO
FEELINGS
WALK TALL PROGRAMME
Unit Two
FEELINGS
Feelings are a core theme throughout this Programme. In this unit, children identify and
explore various feelings and consider how their feelings affect the way they behave. Some
feelings may be easy to deal with while strong feelings may require coping strategies. These are
explored in the lessons. Another important aspect of the work is dealing with the strong feelings
of others in a positive way.
LESSON 1
WHAT DO I DO WHEN I FEEL?
LESSON 2
STRONG FEELINGS
LESSON 3
DEALING WITH DIFFICULT FEELINGS
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Lesson 1
WHAT DO I DO WHEN I FEEL?
CORE CONCEPT:
Identifying feelings allows us greater understanding of what is happening to us.
PURPOSE:
To identify feelings associated with different events in the lives of the children.
To help the children explore various emotions they have experienced.
To help the children to understand that their feelings affect the way they behave.
TEACHER’S NOTE:
It is important to revise the ground rules before doing the lessons in this unit as a safe
atmosphere is essential. This is dealt with in the beginning of the procedure. This could be used
as a session on its own and followed by the remainder of the lesson at another time. One or
more of the worksheets may be selected.
RESOURCES NEEDED:
Worksheet 1: I Feel … I Do … (p. 58)
PROCEDURE:
Setting the atmosphere
Discussion
Worksheet
Discussion
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DETAILED PROCEDURE:
Setting the atmosphere
Let the children know that a number of subsequent lessons will deal with feelings and how we
cope with the way we feel. Point out to the children that in order to do this we need to feel safe.
Ask the children what they need in order to feel safe about discussing feelings. Possible answers
might include:
The need to feel safe from others’ criticisms
The need to know that what one says will be respected
Divide the children into small groups and ask them to devise a series of ground rules related to
the discussion on feelings. Ask the children for statements, which could begin with: to feel safe
discussing feelings I need the other children to …
Bring the groups together. Record the statements on the board. Using the statements, ask the
children to devise a series of rules or agreements about discussing feelings with which they
all agree. Each rule should be discussed. Aim to get the children to agree on a particular set
of rules. Display the rules in a prominent place when there is discussion about feelings.
Discussion
Ask the children to think of days when they were in a good mood and days when they were
in a bad mood. Talk about some of the situations. Explore topics such as feeling down, being
in a temper. Have you ever done something, during a day when you were in a bad mood, and regretted
it later?
Worksheets
Distribute worksheet 1: I Feel … I Do … Talk through a couple of examples with the
children. Ask them how they might feel if their friends ignored them. What would they
would do in that situation? Divide the children into pairs. Ask the children to talk about
the situations on the worksheet with their partner. Tell them that they may pass on any
question they don’t wish to answer. Repeat the same procedure if using worksheets 2 and
3.
Discussion
When they have finished, discuss the content of the worksheet with the children. Talk about
alternatives for dealing with the situations outlined. In the case of angry reactions, suggest to
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the children that pausing for a moment gives us greater control over how we act. It allows us to
control our feelings, rather than our feelings controlling us. It is important that our actions do
not hurt others or ourselves. Acknowledge that we are all different in the way we behave.
57
58
What would I feel?
I feel … I do …
Your friend tells someone a secret
that you told him/her
Your teacher tells you that
you are excellent
You see your mother crying
Your friends ignore you
Situations
Worksheet 1
What would I do?
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59
Your friend suggests that both of you
do something dangerous together
You are told you can go to a concert
by your favourite group
Your mother gives you a kiss
in front of your friends
What would I feel?
I feel … I do …
Your father/mother says ‘I love you’
Situations
Worksheet 2
What would I do?
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60
A friend offers you a cigarette
You give someone a present and
they don’t thank you
What would I feel?
I feel … I do …
Something goes missing at home
and you are wrongly blamed
The teacher asks to
see your parents
You are not allowed go to
your friend’s house
Situations
Worksheet 3
What would I do?
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LESSON 2 STRONG FEELINGS
CORE CONCEPT:
The children may find strong feelings difficult to deal with. Developing healthy ways of dealing
with strong feelings is an important life skill.
PURPOSE:
To explore ways of dealing with strong feelings.
To identify helpful and unhelpful actions in relation to strong feelings.
TEACHER’S NOTE:
This lesson may take two sessions. You may wish to think about your own personal approaches
to handling feelings. Each of us has our own individual approach. Do we hide our feelings? Do
we show them easily? Sensitivity is needed in dealing with feelings. It may be necessary to
provide follow-up work and support for some children.
RESOURCES NEEDED:
Storysheet: Feelings (pp. 64, 65)
PROCEDURE:
Introduction
Storysheet
Role play
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DETAILED PROCEDURE:
Introduction
Ask the children in what ways they have changed their behaviour since they were six. Explore
their memories of their behaviour at that time.
When you were six, what did you do when:
You couldn’t get what you wanted?
You felt angry?
You felt alone?
You felt embarrassed?
Suggest to the children that as we get older we learn to deal with our feelings in different ways.
We can learn healthy ways to deal with how we feel. Sometimes we learn unhealthy ways.
Sometimes people block their feelings, so they don’t feel. Others express them in a way that
hurts others e.g. hitting when angry. Other people learn to express them in a healthy way e.g.
talking to someone when worried/confused etc.
Storysheet
Distribute the storysheet: Feelings. Read a number of the situations and discuss the choices
facing the child in the story. Ask the children to focus on the feelings of the child during the
particular situation. Discuss the most appropriate way of dealing with the feelings. In these
discussions the following points should be noted:
The way we act has consequences.
When we feel strongly about something we may wish to express this
feeling in a certain way. These actions too have consequences.
Denying that we feel a certain way about something causes frustration.
Our strong feelings about certain situations will want to be expressed
even if we try to hide them.
We can learn healthy ways of expressing our feelings.
Role play
Divide the children into six groups. Give each group a situation from the storysheet. Ask them
to talk about the situation and to decide how best to deal with it. They then prepare a role play.
When this is done, they will be given the opportunity to perform in front of the other children.
When each role play is completed the following questions could be used for discussion:
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How did you feel?
Was the situation resolved?
Were the feelings covered up or expressed?
Was any member of the group hurt?
Did the central character express feelings? How?
Were there any appropriate/inappropriate actions/reactions?
What other possible actions could have been taken?
After discussion and observation of other children, some groups may wish to re-do their role
play differently. Time should be given for this.
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Feelings
1.
John cannot find his pencil on his desk. He is very angry because it is the
third pencil he has lost this week. Should he:
2.
(a)
Accuse the person sitting beside him and get angry with him?
(b)
Do nothing and try to hide his anger?
(c)
Control his anger and tell the teacher at breaktime?
(d)
Other – what?
Sarah is trying to do her work. Two other girls start to whisper to her.
They start calling her nasty names. Should she:
3.
(a)
Call them names back?
(b)
Ignore them and continue on with her work?
(c)
Get mad with them and threaten them or hit them?
(d)
Other – what?
Tim’s older brother is always bossing him. One day Tim comes home, and
finds his brother has taken his bike, and he wants it himself. Should he:
4.
(a)
Try to get him back by going to his room and taking something belonging to him?
(b)
Get angry and hold onto the anger until his brother comes back?
(c)
Feel angry but later try to see if it is possible to get a lock for his bike?
(d)
Other – what?
Gráinne is watching her favourite T.V. programme. Her two older
brothers come in and say that they want to watch a football match on
another channel. Should she:
(a)
Get angry and say she was here first and she is going to watch it?
(b)
Try to persuade her brothers that the programme is short and that they could watch
the match afterwards?
(c)
Walk out of the room and hold all her anger inside her?
(d)
Other – what?
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5.
Ciarán is cycling home from the shop. Some older children stop him and
start teasing him. Should he:
6.
(a)
Drop his bike and run?
(b)
Tell the older children that they are upsetting him and ask to get past?
(c)
Get upset and start to cry?
(d)
Other – what?
Paul was playing football. He kicked the ball and broke the window on
the neighbour’s house. He was frightened so he ran down the road. Should
he:
7.
(a)
Go back to the neighbours and apologise?
(b)
Go home and stay up in his room and hope nothing will happen?
(c)
Go to his parents and tell them what happened?
(d)
Other – what?
Aisling is being teased about Darragh, a boy in her class. People are saying
that she is going with him. Aisling isn’t going with him but is a friend of
his. Should she:
8.
(a)
Stop being friendly with Darragh and hope the rest of the children stop teasing her?
(b)
Ignore the children?
(c)
Tell the teacher?
(d)
Other – what?
David took some money from his mother’s purse. He went to the shop and
bought sweets. When he came home he found his sister crying. She had got
blamed for taking the money. Should he:
(a)
Say nothing and hope that his mother will forget about it?
(b)
Go to his mother, tell her that he took the money and accept whatever punishment
she gives him?
(c)
Comfort his little sister and tell her not to worry?
(d)
Other – what?
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Lesson 3
DEALING WITH DIFFICULT
FEELINGS (GRIEF)
CORE CONCEPT:
Dealing with strong negative feelings, such as loneliness or grief, is difficult and we need support
at these times.
PURPOSE:
To develop strategies which the children can use to cope with strong, negative feelings.
To identify ways of helping others who are dealing with strong negative feelings.
TEACHER’S NOTE:
Some children may have experienced a recent loss. The work in this lesson will require
sensitivity to their situations. Some parts of the story may need re-working for particular groups.
It is also important to provide support and follow-up work for children who might encounter
particular difficulty during this lesson. A child’s family and friends may be able to help in this
regard. It may be useful to talk to parents, school principal, home/school liaison teacher prior
to doing this lesson.
It is important to be aware that your own experience of loss is a factor to be considered prior to
doing this lesson.
PROCEDURE:
Introduction
Patrick’s story
Group work and discussion
How to help
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DETAILED PROCEDURE:
Introduction
To introduce this lesson a series of questions are used. Let the children talk briefly, avoiding
detailed discussion on these questions. The purpose of this part of the exercise is to acknowledge
the shared experience of the group.
Who has experienced the death of a pet?
Has anyone experienced the death of a person close to him or her?
Who has been to a funeral?
Patrick’s story
Read the following story to the children:
Patrick is twelve. When he was ten his Daddy died. He died in a car crash. Patrick was at
home with Mammy when they got the news. His Mammy was shattered. He really couldn’t
believe what he was told. He wanted to see his Daddy. He thought it couldn’t be true. He felt
awful. He remembers the funeral. Some people said to him that he would have to mind
Mammy from now on. Patrick was very upset that day and he wanted to hide in his room
but he thought it wouldn’t help to leave his Mammy. She was upset and Patrick wanted to
help her. He thought that being upset would not help Mammy.
Some of Patrick’s friends were too nervous to talk to him about his Dad at that time and
afterwards. Besides, Patrick didn’t want to talk about Daddy all the time. He was just glad
to play.
Patrick feels alone a lot of the time. At home, things aren’t the same as they used to be.
Patrick doesn’t take as much care with his schoolwork as he used to. He doesn’t feel as close
to his friends either.
Group work and discussion
Ask the children to break up into groups of four. Ask them to name the feelings that Patrick felt.
Take feedback. Following this, ask the children to discuss:
What might have helped Patrick at the time?
What could his friends have done?
What might his family have done?
What or who might help him now?
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How to help
With the children, try to develop strategies to help people who have been bereaved. The
following are some pointers:
Do not avoid the person. Try to see them as soon as possible and say I’m sorry.
Understand that people feel bad after bereavement. Allow them the opportunity to feel
bad. (Explore with the children what feeling bad means.)
Allow the person the chance to talk or be upset.
Sometimes the person may be glad to do ordinary things like playing. Give them this
opportunity but don’t be offended if they refuse. Continue to invite them to be part of
things.
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Circle work
During Circle work the following rounds could be used:
I feel happy when …
I feel embarrassed when …
I am afraid when …
I get angry when …
I get fed up when …
Feelings wheel
To increase the children’s sensitivity to the feelings of others, as well as to make them aware of
their own emotional fluctuations, the children could make a feelings wheel. This is made from
cardboard and divided it into four or eight sections. The children draw/name a feeling in each
section. Pierce the middle and insert a dial using a crocodile pin. They are encouraged to
identify their shifting emotions by moving the dial. Invite the children to be sensitive to their
peers’ feelings by observing each others’ wheels.
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70
UNIT THREE
DECISION-MAKING
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Unit Three
DECISION-MAKING
The decisions we make are influenced by the value systems we hold. Exploring values is the
starting point in this unit. Another aspect dealt with in these lessons is the age appropriateness
of different kinds of decisions and the development of decision-making from birth onwards. A
simple decision-making model is outlined and applied to scenarios relevant to the children’s
experiences. Finally, the children explore situations from a variety of perspectives in order to
promote tolerance and respect for others’ behaviour.
LESSON 1
MAKING DECISIONS
LESSON 2
WHAT I DECIDE
LESSON 3
A WAY OF DECIDING
LESSON 4
HOW OTHERS SEE IT
Note: there is a unit on decision-making in the fifth class programme. If the children have
covered these lessons it may be helpful to refer to them. Alternatively, you may wish to use the
fifth class lessons as a starting point for the work on decision-making.
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Lesson 1
MAKING DECISIONS
CORE CONCEPT:
Our value systems influence our decisions.
PURPOSE:
To help the children explore their values.
To help the children consider how their values affect their decision-making.
RESOURCES NEEDED:
Worksheet: What’s Important to Me? (p. 75)
PROCEDURE:
Introduction
Worksheet
Discussion
DETAILED PROCEDURE:
Introduction
Sit the children in a circle and ask them to think about the possessions they really treasure.
Invite them to discuss why these things are important to them. Ask them to imagine that their
family has had to move house and they are only allowed to take one of their valued possessions
with them. What would they choose to take? Draw attention to the fact that everyone has
different things they consider important.
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Explain that in today’s lesson they will be looking at their values and what they think is
important.
Worksheet
Distribute the worksheet: What’s important to me. Emphasise that there are no right nor
wrong answers. Discuss each statement with the children and clarify any points about which
they are unsure. Ask them to write down two other values, preferably values of their own.
Explain to the children that they are now to give each value a ranking from one to fourteen.
One is the score for the value which is most important to them and fourteen the score for the
value, which they consider least important. Again emphasise that there are no right nor wrong
answers.
Discussion
Discuss the exercise with the children using the following questions:
Was it easy or difficult?
Did you find that when you talked to your partner, it helped you to clarify what was
important for you?
Talk with the children about how values influence decision-making. Use the following example
as an illustration:
Marie believes it is important to obey her parents but she also wants to be popular with her
friends. If her friends smoke, but her parents disapprove of smoking she will have to decide
which value is more important to her.
Invite the children to provide examples of decisions they have made because of what was
important to them.
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What is important to me?
Please describe what is important to you by placing No. 1
beside the value that is most important to you.
Place No. 2 beside the next most important value, and so on.
It is important to me to …
A.
be good at school
B.
be popular with my classmates
C.
be my own person (independent)
D.
be honest
E.
be good to my parents/family
F.
be famous/ well known
G.
have a few close friends
H.
be responsible/dependable
J.
help and care for others
K.
be healthy
L.
have an exciting, adventurous time
5
5
5
5
5
5
5
5
5
5
5
Write two values of your own
It is important to me to …
5
5
M.
N.
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Lesson 2
WHAT I DECIDE
CORE CONCEPT:
Our ability to make decisions develops as we grow.
PURPOSE:
To help the children identify decisions they make and to explore situations where they are
allowed (or not) to make decisions for themselves.
TEACHER’S NOTE:
This lesson consists of three related exercises. Each of these could be done as a short lesson on
its own. The three sections support and complement one another.
The ability of a child to make decisions will vary, depending on maturity and family
circumstances. This may result in considerable variation in the children’s work.
RESOURCES NEEDED:
Large sheets of paper and markers
Worksheet: My Decisions (p. 79)
PROCEDURE:
Introduction
Group work and worksheet
Discussion
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DETAILED PROCEDURE:
Introduction
Ask the children to think about babies and young children and the decisions that are made for
them. Points for discussion could include:
choice of name
choice of food
choice of bedtime
choice of friends
choice of clothes
Ask the children:
Who makes these decisions?
Can they think of any decisions a young child might be allowed to make for him/herself as
they begin to walk? (e.g. what toy to play with)
Write each of the following headings on the board:
a baby, one year old
a child, five years old
a child, ten years old
a teenager
an adult
Discuss the decisions each one would make.
Group work and worksheet
Divide the children into five groups. Distribute one large sheet of paper and felt-tips to each
group. The task is to draw a picture of themselves in the centre of the page and draw pictures
of two big (major) decisions and two small (minor) decisions that are made for them or ones
that they make for themselves. When completed each group presents their findings to the other
children. The following points should be highlighted:
Young children are not allowed make major decisions, because they
cannot fully understand the consequences and could place themselves in
danger.
As children grow and become more responsible, adults trust them to make
more and more of their own choices.
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The children then complete the worksheet: My Decisions in their small groups. They are asked
to think about and describe:
a.
activities or situations where they are allowed to decide,
b.
activities or situations where they are not yet allowed to decide,
c.
activities or situations where they would like to be able to make the decision for
themselves.
Discussion
Ask the children to present their work to the other children and using three columns record
each group’s responses on the board:
activities or situations where I am allowed to decide
activities or situations where I am not yet allowed to decide
activities or situations where I would like to be able to make the decision.
Discuss the activity using the following questions:
Why am I allowed to make some decisions about what I do?
(trust from parents and teachers, responsibility, growing up)
Why am I not allowed to make some decisions?
(not knowing consequences, fear of making poor decisions)
Where the children identify activities and situations about which they would like to make the
decision for themselves e.g. schoolwork, bedtime, discuss fully the implications of being able to
make these decisions and their consequences.
78
What I can decide …
What I cannot decide …
My decisions
What I would like to decide …
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Lesson 3
A WAY OF DECIDING
CORE CONCEPT:
Devising and using a simple decision-making model helps in making more difficult decisions.
Developing children’s sense of power and pride in making even small decisions and
encouraging them to take responsibility are essential life-skills.
PURPOSE:
To provide the children with strategies for making difficult decisions.
To provide the children with information in relation to solvent misuse.
RESOURCES NEEDED:
Worksheet: How To Make A Decision (p. 83)
Gary’s Story (p. 84)
Information sheet: Solvents (p. 85)
TEACHER’S NOTE:
This lesson can be divided into two sessions, leave the section on solvent abuse until the second
session.
PROCEDURE:
Introduction
How to make a decision
Gary’s story
Information sheet: solvents
Discussion
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DETAILED PROCEDURE:
Introduction
Suggest to the children that in making decisions we are sometimes confused and don’t know
what to do. Ask the children if they have ever experienced such confusion. If possible share a
simple example of your own and invite the children to relate their own stories. Explore possible
reasons for this confusion e.g., uncertainty about what the decision is, not knowing all the
possible consequences, or fear that people won’t understand your decision.
Brainstorm with the children all the decisions people make every day. Discuss how these
decisions could be major or minor. Explain that it is the consequences of a decision that
determine whether it is major or minor – a major decision will have long-term effects and can
mean big changes in your life e.g. moving house. Also mention that even apparently minor
decisions (buying a chocolate bar) could have major consequences (tooth decay) if eating
chocolate is a regular thing.
Categorise everyday decisions made by the children into major and minor groups. Discuss the
potential consequences of these decisions. Explain the decision-making process outlined below
to the children. Divide the children into groups of four and distribute the worksheet: How to
make a decision. Words such as options, alternatives and consequences should be introduced
and explained. Read through the steps with the children.
Using a simple example such as buying a pair of runners illustrate each step.
1.
Gathering information
How much have you to spend? Where can you buy the shoes?
2.
Identifying alternatives
Look at all the styles, colours, brands and prices.
3.
Understanding possible consequences
What happens if you choose a black pair rather than a white pair? Hightops instead of
lowcuts? A particular brand?
4.
Decide
Decide clearly what you want to do.
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5.
Outcome
See what happens when you have made your decision. You may think differently, depending on
how things turn out. What if you choose a particular brand and style, but discover that
everyone else is wearing a different brand?
If time permits each group could write up their own example of a minor decision and a major
decision.
Gary’s story
Read Gary’s story. Ask the children to form groups of four. Have them apply the decisionmaking strategy to Gary’s situation. (The children may approach you if they need information
about solvent abuse. Any group that does so should be given the information sheet.)
Each group reports back on the decision they think Gary made. Examine each decision and see
if all the stages were used in reaching the decision. Consider what might be the outcomes of the
decisions offered by the groups.
Information sheet: Solvents
If the groups did not request information during the decision-making process distribute the
information sheets now. Read through the information and clarify any points the children raise.
Discuss whether this information would influence the decision their group made for Gary.
EXTENSION WORK:
The children could explore a variety of outcomes to this story from the different characters’
perspectives, by writing different endings to the story.
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Decision-making can be difficult. Here is a way of doing it:
1
Gather Information.
Find out all you can about the decision.
Ask questions if possible.
2
3
Identify alternatives.
Look at the possible choices you have.
4
5
Consequences.
Look at the consequences of each choice
you might make.
Decide.
Decide clearly what you want to do.
Outcome.
See what happens when you make your
decision. You may think differently
depending on how things turn out.
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Gary’s story
Gary’s best friend is Mick. They went to school together on the very first day and have always
sat together in class. Gary was always quieter than Mick. He did not risk things like Mick did.
When they were young Mick broke his leg when he fell from a tree. Gary was there and he had
shouted at Mick to be careful. But Mick did not listen.
Last week, Mick told Gary that he had found out that you could inhale petrol fumes and that
it gave you a buzz. Mick said he was going to try it on Saturday and that he wanted Gary to give
it a go as well. Gary was very confused and hardly slept a wink that night. He was worried that
Mick would do something silly and hurt himself. He was also afraid for himself, as he had heard
that inhaling petrol was very dangerous. He did not want to look like a sissy though. He was
afraid Mick would tease him. He did not want to tell his mother or father because they would
just get very cross. Gary was very unsure of himself.
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Information sheet: solvents
To abuse solvents means that you deliberately inhale gas, fumes or vapours in order to get a buzz
or a high.
The effects of solvents being inhaled are:
•
Your vision can become clouded.
•
Your ability to make a judgement or decision can be impaired.
•
You can have hallucinations. An hallucination is where you believe something is
happening that actually is not. These hallucinations can be very frightening.
•
You can behave violently and aggressively.
•
You can have a hangover after using solvents. A hangover is a headache and a sick
feeling.
Death can occur even for first time users of solvents. Death can occur through:
1.
Choking by inhaling vomit when unconscious or from a freezing effect on the throat.
2.
Accidents such as falls, drowning, etc.
3.
Suffocation, when abusers place a bag over their heads and are too intoxicated to
remove it.
4.
Heart failure.
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Lesson 4
HOW OTHERS SEE IT
CORE CONCEPT:
Understanding and appreciating other people’s perspectives allows greater tolerance and respect
for others’ behaviour.
PURPOSE:
To allow the children see a variety of perspectives on different situations.
To help children see other people’s perspectives on their own lives.
RESOURCES NEEDED:
Storysheet (p. 88)
Writing materials
PROCEDURE:
Introduction
Storysheet
Writing
Discussion
DETAILED PROCEDURE:
Introduction
Ask the children to imagine that a person from another world came into the classroom. Explain
that this person has heard the word giraffe, but doesn’t know what it means. Ask the children
to describe a giraffe. Each child will be asked to give one sentence. As the sentences are being
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given you try to draw the animal from the alien’s perspective. So if a child says, a giraffe is big
and long, you will draw a figure that is long and big but not a giraffe. As more children
contribute, the figure will hopefully become more like a giraffe!
Explain to the children that this lesson is about how we see things differently and that nobody
has the complete picture.
Storysheet
Select one story or a number of stories to use in this section. Distribute the story/stories. Read
these stories.
Writing
Explain to the children that they are going to write these stories again but this time from
another person’s point of view. Ask each child to write the story from one of the following
points of view:
The mother of the child
The father of the child
The child’s best friend
The child’s sister
The child’s brother
The child’s teacher
One of the group that the child is with.
Other viewpoints can be added to this list.
Discussion
Ask the children to read some of their stories to the other children. Using these stories ask how
these people might be able to help the child in the story.
Would the adults be able to help? How?
Would the children be able to help? How?
How would the child feel if somebody tried to change what s/he does?
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Storysheet
Catherine has started to smoke with some of her friends. She thinks it’s fine to smoke because,
when she does, it makes her feel part of the group. She heard about the dangers of cigarette
smoking but she doesn’t think it matters. Lots of people smoke and they are fine, she says.
Anyway, Catherine believes she has gained a lot from her experience of smoking. She likes
sneaking out with her friends for a smoke. It seems a bit dangerous and risky. Sometimes
Catherine smokes because there is nothing to do, she says.
Shane sniffs glue. He saw some of his friends doing it and he thinks there is a great buzz from
it. It makes him feel as if he was floating away. He has got a lot of sores on his lips and nose.
Sometimes he gets teased in school about them. Shane knows that they might be coming from
glue sniffing, but he still does it. One day he got very dizzy while sniffing, and he was quite
worried.
Frances started drinking with friends of hers down in the park. Some of the girls down there
were older and it was good to be down with them. They were always doing dangerous and
exciting things. When one of them offered Frances a drink she was delighted because it made
her feel part of the group. One night she drank a couple of cans and she got sick. All the girls
laughed. Some of them came up to see her the following day and asked her if she was okay.
Frances was delighted to have new friends. Her Mum doesn’t know she drinks and Frances
knows she would be in trouble if her Mum found out.
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Circle work
During Circle work the children form pairs. Give each pair a card which has a conflicting
situation on it. The children must think of ways to resolve the conflict e.g.
John wants to watch football on television
Frank wants to watch a game show
They are both on at the same time.
Resolving situations of conflict has been dealt with in Unit Five, Lesson 5 of the fourth class
programme. It would be useful to refer to this with the children and revise the work already
completed.
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UNIT FOUR
SMOKING
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Unit Four
SMOKING
In the previous unit the importance of receiving accurate information before making decisions
was explored. In this unit, information about smoking is discussed with the children to enable
them to make informed decisions and choices about smoking.
A key influence for children is the peer group to which they belong. Peer pressure is often cited
as the reason why many children start smoking. Raising awareness about peer pressure can help
children to understand and cope with the dynamics of groups.
LESSON 1
THE SMOKING BOTTLE
LESSON 2
SMOKING
LESSON 3
LET’S DO SOMETHING
If the children have covered the lessons in Unit Three in the fifth class programme it will be
helpful to relate them to the discussion on peer pressure. Alternatively, the fifth class lessons
could be used as a starting point for this work.
The lessons on smoking in the third and fourth class programmes may be useful as starting
points.
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Lesson 1
THE SMOKING BOTTLE
CORE CONCEPT:
Smoking causes serious damage to the lungs.
PURPOSE:
To demonstrate an effect of cigarette smoke.
TEACHER’S NOTE:
This lesson requires some preparation so it is advisable to test the smoking bottle apparatus
before using it with the children.
RESOURCES NEEDED:
Cigarettes of various tars
Smoking bottle apparatus as shown in diagram (p. 95)
Diagram of lungs (p. 96)
PROCEDURE:
Introduction
Demonstration
Design a pack for cigarettes
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DETAILED PROCEDURE:
Introduction
Ask the children what parts of the body might be affected by cigarette smoke (lungs, heart,
stomach, blood vessels, kidneys, nerve endings). Distribute copies of the diagram of the lungs
to the children and point out to them the delicate nature of the lungs. Tell the children they
are going to see what effects smoke can have on a delicate material.
Demonstration
Set up the apparatus as shown in the diagram (smoking bottle). Try it using different grades of
cigarettes.
Allow the children to see the effects of the cigarette smoke on each of the cotton wool pieces.
Ask them to describe what they have seen. Let them know that the tar on the cotton wool
would be left in the lungs of someone who smokes.
Design a pack
Tell the children that tobacco companies are not allowed to advertise their products on
television. Why do you think this is?
Divide the children into small groups of three to four pupils. Ask them to design a box for
cigarettes that would make them seem unattractive to smoke. The brand of the cigarettes, a
slogan, a motif can all be used to demonstrate the harmful effects of the brand. The children
could display these brands in a brief advertisement slot to the other children.
EXTENSION WORK:
You or the children can bring in newspaper and magazines articles on the harmful aspects of
smoking. These can be displayed and discussed.
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Smoking bottle
You will need:
A transparent bottle or similar container e.g. soap container
A piece of tubing – glass or plastic (rigid if possible)
Cotton wool
Cigarettes
Fit the tubing through the cap as in the
diagram. Seal around the tube so that it is
air-tight. Insert the cotton wool loosely into
the tubing, allowing space for the insertion
of a cigarette. Place the cigarette in the open
end of the tube. Press the container to force
air out before lighting the cigarette.
Continue with slow and regular pumping
until the cigarette is finished. Withdraw the
cotton wool from the tube and show the
accumulation of tar. Pass the container
around the class.
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Diagram of lungs
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Lesson 2
SMOKING
CORE CONCEPT:
Providing accurate information on the effects of smoking helps in making decisions about
smoking.
PURPOSE:
To provide information on the effects of smoking.
TEACHER’S NOTE:
For doing this lesson it is helpful to know the current cost of cigarettes. The lesson can be
divided into two sessions.
RESOURCES NEEDED:
Sheets of paper
Worksheet: What Do You Know? (p. 100)
Information sheet; Smoking (p.101)
Extension work:
Worksheet: Paying the Price (p. 102)
PROCEDURE:
Introduction
Group work
Discussion
Art work
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DETAILED PROCEDURE:
Introduction
Ask the children how many of them have been in the presence of a smoker or have smoked
themselves. Brainstorm the reasons why people smoke and discuss these with the children.
Mention the fact that many smokers would like to give them up, but find it extremely difficult
to do so. Addiction to nicotine is a reason why people continue to smoke.
Group work
Divide the children into small groups of four or five. Distribute the worksheet: What Do You
Know? to each child. Ask them to talk about the questions and to fill in the blank spaces with
their knowledge of the effects of smoking.
Discussion
Using the work done in the groups, discuss the effects of smoking with all the children. Record
the effects identified by the groups on the board.
Distribute a copy of the information sheet: Smoking. This should help clarify and expand the
work done by the children in the worksheet. Read through the sheet, discussing the points with
the children and listening to their contributions at each stage.
Art work
Discuss how we could help people not to start smoking. Ask the children to create No smoking
posters using some of the information that they have gained from the lesson. Ask them to focus
on the aspect of smoking that would most inhibit them from smoking. Display the posters.
EXTENSION WORK:
Group work
Divide the children into groups of four/five. Have each group draw an outline of a person on a
large sheet of paper. Around the body outline write or draw the benefits of not smoking.
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Ask two children in each group to role play and the others to observe. One person is to be
someone who is smoking and the other is to try to encourage the smoker to give up smoking.
(Encourage them to use the information learned.) The observers watch out for what was said
that would encourage someone to stop smoking. Discuss the reasons given by the ‘smokers’ for
continuing to smoke. Emphasise that it is easier not to start smoking than to try to stop.
A second role play could focus on passive smoking. A non-smoker asks a smoker to put out
his/her cigarette or to move to another area. Discuss – how can we be assertive in the way we ask
a smoker to respect our right to clean air?
Worksheet:
Ask the children to complete the worksheet: Paying the Price.
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Smoking – what do you know?
Smoking and your body:
How does smoking affect various
parts of your body?
Smoking and your appearance:
Describe how smoking might affect
your appearance.
Smoking and your pocket:
How much does a packet of 20 cost?
What else could you do with the money?
Being with smokers:
Do you like people around you smoking?
Why? Why not?
Smoking and the law:
What does the law say about smoking, about
the age people can buy cigarettes, about those
who will sell cigarettes to young people? What
do you think about these laws?
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Information sheet: smoking
Smoking
Tobacco smoke contains many types of chemicals, the most poisonous of which is nicotine.
Nicotine gives a feeling of relaxation, though for first time smokers it may cause sickness or
vomiting. To get this feeling of relaxation a smoker will need to gradually increase the number
of cigarettes s/he smokes.
Tobacco is responsible for more than 6,000 deaths a year in Ireland. It causes three major
diseases -lung cancer, heart disease and bronchitis. Smokers also have more coughs, chest
infections, shortness of breath and stomach ulcers.
Smoking and your appearance:
Smoking causes your hair and clothes to smell.
Smoking causes your teeth, nails and fingers to lose their natural brightness and go yellow.
Smoking stops taste buds from working properly, so the normal tastes that we like can seem
strange if we smoke. It also affects how we smell.
Cigarette ash is dirty and can ruin clothes.
Cigarettes that are carelessly used can cause burns and fires.
Smoking and your pocket:
Cigarettes are expensive and this means that money spent on cigarettes cannot be spent on
other things that we might like.
Being with smokers:
People who are in the company of smokers, but who don’t smoke themselves are called passive
smokers. They also suffer ill effects of cigarettes.
People who have breathing difficulties such as asthma find it very difficult to be in a smoky
atmosphere.
A law was passed to stop people smoking in public offices, cinemas, schools and on public
transport. This law also restricts smoking in restaurants, hospitals and other areas.
Smoking and the law:
Tobacco is a legal drug but tobacco products cannot be sold to children under 16.
Tobacco products can only be advertised in certain ways. They cannot be advertised on T.V.
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Paying the price
The cost of
cigarettes
If I do not smoke
I can buy
One pack of
20 cigarettes costs:
One pack of 20 cigarettes
a day for a week costs:
One pack of 20 cigarettes
a day for a month costs:
I can choose.
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Lesson 3
LET’S DO SOMETHING
CORE CONCEPT:
Understanding the way peer groups work helps us to make better decisions within these groups.
PURPOSE:
To become aware of the influences within peer groups.
To devise strategies to resist peer pressure.
To become aware of one’s ability to influence the decisions within a group.
TEACHER’S NOTE:
This lesson deals with peer groups and how they operate. The subject being discussed within
the peer group is smoking. It could be adapted to focus on alcohol or solvents with appropriate
role plays devised by you.
RESOURCES NEEDED:
Role play situations (p. 106)
PROCEDURE:
Introduction
Role play
Discussion
Devising strategies
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DETAILED PROCEDURE:
Introduction
Start the lesson with a discussion on cigarettes and smoking. On the board write, Cigarettes
… Invite the children to contribute words to describe their attitudes or other people’s attitudes
to cigarettes. Words that may come forward from this exercise are: cigarettes … are addictive,
give you bad breath, make your teeth and skin go yellow, are cool, make you look grown up,
make you feel light headed, make you feel sick, give you cancer, give you heart disease … If the
children tend to focus on the negative aspects, challenge them by asking why people smoke. If
the children focus on aspects of smoking which emphasise independence and coolness,
challenge them by pointing out that every packet of cigarettes carries a Government Health
Warning. Ask them why this is so.
Role play
Divide the children into groups of three. Distribute the role play situations. Give the children
time to discuss the situation and to role play how they would deal with it. Ask for volunteers to
role play situations in front of the other children.
Discussion
Following the role plays, use the following questions for discussion:
What can the person, who is being put under pressure, do to avoid it?
Do our friends influence our actions?
Why do people want to influence the actions of others?
Devising strategies
Ask the children to think of ways to deal with peer pressure. The following could be included:
Give your opinion and stick to it.
Join with someone who has a similar view to you.
Don’t change your mind just because someone else has a different opinion.
Try to persuade others of your point of view.
Don’t give in just because you are different.
Be proud of what you think.
If the pressure is too much, don’t hang around with that group of people. After all, if
they don’t respect your opinion they may not be the best of friends for you.
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Having discussed possible strategies, select a group of children to repeat one of the role plays,
using some of the strategies.
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Role play situations
1.
Sean has had some cigarettes with his older brother. They sometimes
smoke in the garden, when their parents are away. Sean wants his two
friends, Brian and Mark, to try it together when Brian’s parents are away
from home.
2.
Thérèse doesn’t smoke. She hates the smell of cigarettes and she thinks
that they would make her feel sick. Her friends Mary and Elaine smoke
and they want her to try it. Thérèse is afraid that the two girls will not be
friends with her, if she doesn’t do what they are doing.
3.
Niall is interested in smoking. He has seen some of the lads in his class
smoking and they all seem to have great fun doing it. Niall is afraid,
because he doesn’t want to try it on his own. He wants to get his friend,
Anthony, to have a smoke with him.
4.
Seamus and Peter are good friends. They don’t like smoking. They hang
around with other people too. Two of their other friends, Fergus and Joe,
often have a smoke. They want Seamus and Peter to smoke.
5.
Karen and Linda smoke sometimes when their parents are away. Their
friend, Mary stays with them one evening at Karen’s, house when
Karen’s parents are away. Karen and Linda want Mary to have a go.
Mary wouldn’t like to smoke but she wants to stay friends with the girls.
6.
Aisling doesn’t smoke but her friend Ruth does. Ruth smells bad from
cigarettes. Aisling would like to tell her, but she doesn’t want to look silly
telling her friend not to smoke.
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Devise a board game
The children could devise a board game based on the information they have received on
smoking. They can devise rules for the game and present their game to the other children.
Comic strip
During an English creative writing lesson encourage the children to write a comic strip
depicting a story involving smoking.
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UNIT FIVE
DRUGS
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Unit Five
DRUGS
Some people are concerned about the level of information children appear to have about drugs.
This unit commences with a simple exercise to find out children’s knowledge of and attitudes
towards drugs. This allows you to decide which of the lessons or alternative activities are
appropriate for the children.
Information is provided in order to allow children make informed decisions about drugs. The
effects of drug-taking are explored through story and discussion to highlight the negative effects
of drug-taking. Specific situations in relation to drugs are examined to stimulate discussion on
the best way of dealing with drug-related incidents.
Addiction is highlighted as a serious consequence of repeated drug-taking. Finally, the children
explore ways of taking action on drug use at different levels in society.
Note: It is not intended that all the exercises in Unit Five (Drugs) should be used with sixth
class. Select what is appropriate. Some of the exercises may be appropriate for younger groups.
In managing the lessons on drugs, care should be taken that only appropriate information is
communicated and dealt with in the classroom.
LESSON 1
THE BAG
LESSON 2
WHAT IS A DRUG?
LESSON 3
WHAT DO I THINK ABOUT DRUGS AND DRUGTAKING?
LESSON 4
WHAT CAN THEY DO NOW?
LESSON 5
MAKING DECISIONS ABOUT SITUATIONS
INVOLVING DRUGS
LESSON 6
ADDICTION
LESSON 7
ACTION ON DRUGS
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Lesson 1
THE BAG
CORE CONCEPT:
An understanding of the children’s knowledge of and attitude towards drugs is necessary in
order to help you to provide appropriate information for them.
PURPOSE:
To find out what the children already know about drugs.
TEACHER’S NOTE:
The knowledge and attitudes that the children have about drugs can vary considerably from
school to school and from individual to individual. This lesson will provide some pointers for
you as to what work might be appropriate for a particular class. It should provide starting points
for specific work on drugs.
The bag activity is based on the Draw & Write Investigation Technique developed by the Health
Education Authority’s Primary School Project, 1989.
RESOURCES NEEDED:
Worksheet: The Bag (p. 113)
Worksheet: What Do You Think? (p. 114)
Crayons, markers
PROCEDURE:
Introduction
Worksheets
Discussion on legal/illegal drugs
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DETAILED PROCEDURE:
Introduction
An introduction to this lesson can be given in the form of a story. For example:
One day Michelle and her friend, Linda went for a walk. They had been walking for a little
while, when they noticed a bag on the side of the road. “Someone must have lost it,” said
Michelle. “Maybe we can find its owner.” Linda wondered what was inside the bag. She picked
it up and looked inside. She turned to Michelle in surprise. “It’s full of drugs,” she said.
Worksheets
Two worksheets have been included for use here. Both can be used if appropriate. Distribute the
worksheet: The Bag. The children are asked to draw what they think is inside the bag. The
worksheet: What Do You Think? may be distributed. It explores the children’s attitude
towards drugs.
These worksheets should be collected at the end of the lesson. They will provide useful pointers
in relation to the children’s knowledge and attitude to drugs. They will also help decide the
appropriateness of lessons relating to drugs for the children.
Discussion
Ask the children what drugs they found in the bag. List these drugs on the board. The following
questions will be useful in encouraging discussion:
Are some drugs legal and others not?
Why are some drugs legal and others not?
Can you name some legal drugs?
Are these drugs ever misused?
Do you think the children in the story were in any danger?
What dangers might there have been for them?
Tell the children that the topic of drugs will be discussed in future lessons.
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The bag
The children found a bag on the side of the road containing drugs.
Draw an outline of the bag in the space provided.
Inside the outline, draw and write the names of as many drugs as you can
think of that might have been in the bag.
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What do you think?
The children were walking home when they found a bag of drugs.
1.
Draw or write: What do you think was in the bag?
2.
Draw or write: Who do you think lost the bag?
3.
Draw or write: What do you think the owner was going to do with it?
4.
Draw or write: What do you think the children did with the bag?
5.
Can a drug be good for you? If so, when?
6.
Can a drug be bad for you? If so, when?
7.
What is a drug?
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Lesson 2
WHAT IS A DRUG?
CORE CONCEPT:
Having accurate knowledge about drugs helps children make better decisions about their use.
PURPOSE:
To help the children clarify what a drug is.
To help the children to become aware of safe practices in relation to drugs.
RESOURCES NEEDED:
Worksheet: Types of Drugs (p. 118)
Worksheet: Safety with Drugs (p. 119)
TEACHER’S NOTE:
In relation to the third part of this lesson it is important to create a distance between the child
and the imagined house. The child should not feel that his/her own house is being discussed
and this should not be an exploration of where illegal drugs might be kept in a house. The focus
of the lesson should be on the drugs that we come in contact with, in our day to day living.
PROCEDURE:
Introduction
Definition of a drug
Household drugs
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DETAILED PROCEDURE:
Introduction
Divide the children into groups of four or five. Give each group a large sheet of paper and
marker. Ask them to write Drugs in the middle of the page. Then ask them to write down all
the words that come to their minds when they think of drugs.
Display their pages. Discuss what is emerging from their words. What do the words say about
how we think of drugs? (Notice if medicines, legal and illegal drugs are included.)
Definition of a drug
In small groups again, ask the children to arrive at a definition of a drug. Ask the children to
finish the sentence: A drug is … Give the children a few minutes to try to agree a definition. Ask
them to tell their definition to the other children. Discuss with them any overlaps or omissions
in their definitions. A final definition could be arrived at, for example: A drug is a substance
which changes the way the body works and which may change the way you feel,
think and behave. Examine again some of the drugs presented by the children and see if the
definition is adequate to include them.
Household drugs
The children should remain in their groups. Draw a house on the board. Ask the children to
think about what drugs might be found in that house. Ask them to talk about what drugs might
be found in the different rooms e.g. tablets, aerosols, alcohol. They then list these on the
worksheet: Types of Drugs and complete it. When these have been filled in, the groups can
present them to the other children. Discuss the different drugs and the purposes they might
have.
The children should then make a list of do’s and don’ts in relation to drugs. The worksheet:
Safety with Drugs may be used for this. If necessary the following facts could be given in
relation to this:
A doctor for a particular patient, with a particular illness, prescribes prescription drugs
at a particular time. These directions should not be altered.
Small children, who are unable to read, and who may mistake tablets for sweets can
be at risk from prescribed and over the counter drugs.
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Medicines may be found while playing. These should never be taken and should be
handed to an adult for disposal.
Syringes, which can be used to inject drugs, are extremely dangerous. Used syringes
can carry diseases and should not be touched. If you find a syringe you should tell an
adult.
When the children have completed their lists discuss the rules they have devised. It may be
necessary to refine some of the rules.
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Types of drugs you may
find in a house
Drug
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
118
Legal or
illegal
Medicine or
non-medicine.
L I
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Safety with drugs
1. Do
2. Do
3. Do
4. Do
5. Do
1. Don’t
2. Don’t
3. Don’t
4. Don’t
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Lesson 3
WHAT DO I THINK ABOUT
DRUGS AND DRUG-TAKING?
CORE CONCEPT:
Clarifying our attitudes to drugs will help us make more responsible decisions about drug use.
PURPOSE:
To provide an opportunity for children to discuss their attitudes to drugs and drug-taking, and
to clarify information.
To identify follow-up work that is needed.
RESOURCES NEEDED:
Sets of cards prepared from worksheet: What Do I Think about Drugs and Drug-taking? (p.122)
PROCEDURE:
Group work
Discussion
Identify areas for further work
DETAILED PROCEDURE:
Group work
Select appropriate statements from the cards. Divide the children into groups of five or six. Give
each group a set of cards, face down. Tell the children that each person will turn over a card in
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turn, read it and finish the statement. When a child has finished the statement, the others may
suggest different endings. After discussion the group selects and records the most popular
ending. This process continues until each statement has been dealt with.
Discussion
Bring the children back together and get feedback on the statements from each group. The
following questions may help:
What statements did you argue most about?
With what statements did you all agree?
What statements were the easiest to complete?
What statements were the most difficult to complete?
Summarise by discussing:
What did you learn?
Who and what influence our attitudes?
Identify areas for further work
Give a piece of paper to each child and on one side ask them to write: One thing I know
about drugs … and on the other side write: One thing I am uncertain about when
talking about drugs is … These sheets can be analysed and used to plan follow-up work.
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What do I think about drugs
and drug-taking?
Addicts are …
Smoking is …
One of the worst
drugs is …
The main reason people
take drugs is …
People who take
drugs should …
What worries people
about drugs is …
Getting drunk is …
Medicines are …
People who sell
drugs are …
People who take
drugs are …
People who smoke
should …
People who sell
alcohol should …
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Lesson 4
WHAT CAN THEY DO NOW?
CORE CONCEPT:
Using some substances may provide short-term gains in mood and identity but there are longterm negative consequences for health and self-esteem.
PURPOSE:
To provide information on the effects of certain drugs – cannabis, smoking or alcohol as
selected.
To create an awareness of the short and long-term consequence of using particular drugs.
TEACHER’S NOTE:
This lesson can be used for discussing either smoking, drinking, or using cannabis, depending
on the story you select. It is therefore important to have relevant information such as
Understanding Drugs, (Health Promotion Unit), available to you to undertake the extension
work (project).
The name and gender of the child in the stories can be changed, if you wish to do so.
RESOURCES NEEDED:
Storysheet: John’s story about cannabis (p. 126) or Peter’s story about cigarettes (p. 127) or
Amy’s story about alcohol (pp. 128, 129)
Worksheet: Do’s and Don’ts for Healthy Living (p. 130)
Extension Work:
Understanding Drugs (Health Promotion Unit)
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PROCEDURE:
Story
Discussion
Do’s and don’ts for healthy living
DETAILED PROCEDURE:
Story
Tell the children that they are going to listen to a story about a child their own age who gets
involved in smoking/taking drugs/drinking (select as appropriate). Ask the children to listen
carefully to the story and try to find out why the child took the drug and what effect it had.
Read John’s story (cannabis) or Peter’s story (cigarettes) or Amy’s story (alcohol).
Discussion
Discuss the story with the children. The following questions may be used when discussing
John’s story (relating to cannabis):
Why did John begin to smoke cannabis? (peer pressure, curiosity)
What has John lost in using cannabis? (self-esteem, respect from mother, friends, money,
his skills in sport).
What has John gained? (A buzz from the drug, ‘friendship’ from older children.)
What choices face John now?
What possible endings might there be to this story?
The following questions relate to Peter’s story (cigarettes):
Why did Peter start smoking cigarettes?
What pressures did he feel to start smoking?
Why did he continue to smoke even though he didn’t like them?
What is Peter beginning to find out? (Talk about addiction.)
What choices does Peter have now?
The following questions relate to Amy’s story (alcohol):
Why did Amy begin to drink?
What has Amy gained from her decision to drink?
What has Amy lost from her decision to drink?
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Was it easy or difficult for Aisling to make her decision? Why?
Discuss the friendship group and what happened to it.
What could Amy do now?
How could this story end or continue?
Do’s and don’ts for healthy living
Distribute the worksheet: Do’s and Don’ts for Healthy Living. In this, the children are
asked to set down their own goals for staying healthy. While the children may mention many
areas that will help them stay healthy, they should be encouraged to include ones in relation to
drugs.
EXTENSION WORK:
As a follow-up to this lesson, the children could be asked to find out about the effects of other
drugs with which they are familiar. In groups, they could learn about a particular drug and
prepare answers to the following questions:
What happens if you use … ?
What are the risks in using … ?
What is the legal situation … ?
Understanding Drugs, (Health Promotion Unit) could be used as a resource. The groups
could present what they have learned to the other children.
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John’s story
John’s favourite sport was football. He liked everything about it. He watched it on T.V. and
always followed his favourite team. He played football too. He was always messing around with
a ball, sometimes at the back of his house, sometimes on the street. He liked to practise his skills,
keeping the ball off the ground with his feet and with his head. He started playing with the
Under 12 team and usually played up front. He scored lots of goals and the lads at training
thought he was brilliant.
Some older children hung around the end of the street, where John lived. These teenagers used
to mess about, smoking and sometimes drinking. Some of these lads lived on John’s road and he
often played football on the street with them. One day, one of the lads asked John would he like
a smoke. John had tried to smoke before, but it had just made him feel sick. He said that he didn’t
really want to. The older lad said that it wasn’t a cigarette. It was something different. It would
make him feel good. John said that he would have a try. They walked away from the street and
climbed behind a wall. John smoked with the older boy. He inhaled the smoke and he coughed
a bit. It was a bit sickening, but it made him feel light-headed. He started laughing. Everything
seemed to be spinning around. He felt a bit dizzy but it was okay. Both he and the older boy went
playing football afterwards. He felt a bit ill that evening, but it was okay.
After that John used to spend a lot of time hanging around with the older boys on his road. It
made him feel important but sometimes he was unsure of himself, when he was with them. He
did things that he wouldn’t have done with friends of his own age. He learned that the cigarette
that he had smoked with the older boy was cannabis. He often smoked it with his new
companions. He smoked more and more to feel light-headed. He still went to football training
but not as often. He wasn’t quite as good as he used to be. Sometimes after smoking, he couldn’t
control the ball as well. He seemed to be losing his skills. Still, John thought it was good to have
new and exciting friends. He was using up his pocket money to pay for the drug. Sometimes he
took money out of his mother’s purse when she wasn’t looking. After a while he didn’t enjoy
smoking as much. A few times that he tried it he felt very bad. He felt sick and unhappy with
himself. He stopped playing football and most of the other children didn’t have much time for
him. He got into trouble a few times for taking money from other children at school. His mother
gave out a lot to him. His friends from football training didn’t call around to his house so much.
Sometimes, though, they asked him would he come back playing football. John thought that
maybe he should. Things hadn’t been good for him for a long time.
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Peter’s story
Peter’s favourite sport was football. He liked everything about it. He watched it on T.V. and
always followed his favourite team. He played football too. He was always messing around with
a ball, sometimes at the back of his house and sometimes on the street. He loved to practise his
skills, keeping the ball off the ground with his feet and with his head. He started to play with
the under 12 team and usually played up front. He scored lots of goals and the lads at training
thought he was brilliant.
Some older children hung around the end of the street where Peter lived. These teenagers used
to mess about smoking and drinking. They always seemed to be laughing and having fun. Some
of them lived on Peter’s street and he often played football on the street with them. One day
one of these lads asked Peter did he want to smoke. Peter was afraid to say that he didn’t, in case
the others would think he was scared. He said he would smoke. All the older boys gathered
around, while the cigarette was lit. Peter took a pull. The older boys told him to breathe it in,
to inhale. Peter tried. He began to cough and his eyes began to water. The older boys laughed,
but said “well done,” to him for taking his first smoke. After that Peter tried to smoke whenever
he could. After a few weeks he didn’t feel sick anymore. He was delighted to be part of this new
group.
After a few months Peter found that he wasn’t able to run as well at training. Sometimes his
chest began to hurt him and he would cough. Some of the lads that he had always been better
than were now able to keep running when he wasn’t. He stopped playing football. His mother
was beginning to suspect something. She said that his clothes were stinking of cigarette smoke,
but Peter said they couldn’t be.
The lads that Peter smoked with said that they wouldn’t give him cigarettes anymore. He was
going to have to buy his own. First of all, he used his own pocket money but one day he took
some money from a boy sitting next to him at school. The boy was very upset but Peter just
kept quiet. One day Peter was buying cigarettes in the shop when the shopkeeper refused to sell
him cigarettes, saying that he was too young. Peter said that he was buying them for his father
but the shopkeeper didn’t believe him. He told Peter to leave the shop. Peter was angry and
embarrassed. Things hadn’t been going well for him for a while.
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Amy’s story
Amy and her three friends Aisling, Joanne and Susie always hung around together. They had
been in the same class since Junior Infants. They had lots of rows down the years. Sometimes
they weren’t friends but they usually made up. In sixth class they hung around together and
had lots of laughs. At weekends they often got into trouble for staying out late and sometimes
their parents grounded them. But they didn’t mind too much. They knew there would be other
chances to stay out late. Amy’s older sister used to hang around the park near where they lived.
She used to stay out late with older boys and girls. They always seemed to be having great fun
and sometimes the girls wished that they could stay out late with them too. Some of these older
girls drank cans of beer or cider. When they were drinking they often seemed to be laughing
and doing crazy things. Amy saw one of the boys climbing a tree one evening and he nearly fell
out of it. Everybody thought it was really funny.
Sometimes Amy and her three friends talked about these older kids. Amy said that she would
love to drink with them and see what it was like. Aisling thought they were a bit stupid and said
that drinking only made you silly and sick. Joanne didn’t know what to think but she thought
the older kids were interesting but what they were doing was a bit dangerous. Susie said she
would drink if the other girls would. Amy and Aisling were a bit cross with one another. Aisling
said that Amy was only trying to pretend she was like her big sister and that she wouldn’t drink
even if she would get cans. Amy said she would if she wanted to and told Aisling to just wait
and see.
Amy knew that Aisling was right. She wanted to be like her older sister. She didn’t like what
Aisling said about her not being brave enough. She decided to show them. The following
weekend Amy sneaked some cans out of the press underneath the telly at home. She met the
girls down in the park and showed them what she had. The girls were a bit shocked. Aisling said
she was stupid but Susie asked when was she going to drink them. Amy said she would drink
them later on when it got a bit darker.
As it got darker Amy opened a can and started to drink the beer. It tasted horrible but she
pretended to like it. The other girls tried it but Aisling said she wouldn’t. Amy, Susie and Joanne
started to jeer her and Aisling went home. The three girls continued to drink the cans. They
began to feel light-headed but also a little sick. They had some fun but after a while began to
feel sick. They decided to go home. Amy sneaked in so her Mam wouldn’t see her.
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These days Amy spends a lot of time down in the park. She has cans with some of the people
in the park. She likes it and it makes her feel grown up. She isn’t friends with Aisling any more.
She says Aisling’s just a sissy. She has good fun with the others, but sometimes she feels a bit
scared. Some of the people down there do silly things. She sometimes wishes it was just like
before with her four friends. Her Mam found out that she was drinking down in the park and
she got really upset. There were a few rows at home. Her Mam says she will have to pay back
the money for the cans she took. Her Mam says she is very disappointed in her. Amy finds it all
confusing. Things haven’t been good for a while.
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Do’s and don’ts for healthy living.
Fill in the following do’s and don’ts boxes to show some ways to stay healthy.
Draw a picture if you wish.
Do
Don’t
Do
Don’t
Do
Don’t
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Lesson 5
MAKING DECISIONS ABOUT
SITUATIONS INVOLVING DRUGS
CORE CONCEPT:
Thinking about and discussing how to handle specific situations involving drugs helps us to
deal more effectively with these situations, if they arise.
PURPOSE:
To give children an opportunity to explore ways of handling situations involving drugs.
To increase knowledge of the dangers associated with drug use.
TEACHER’S NOTE:
While a range of situations are provided, it may be necessary to write situations that are more
likely to arise in the lives of the children in your school.
RESOURCES NEEDED:
Sample situations (p. 133)
PROCEDURE:
Discussion and decision-making
Group discussion
Sharing between groups
Discussion
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DETAILED PROCEDURE:
Discussion and decision-making
Select four or five situations from the sample situations given or write more appropriate ones.
Explain to the children that you are going to discuss what to do in some situations that involve
drugs. Select a situation from the sample situations, or write a more relevant one. Present it to
the children and discuss it under the headings:
What are the dangers? (Include dangers to others and to relationships where relevant.)
What could you do? (Brainstorm and list possible actions.)
What would be the best thing to do? Why?
Group discussion
Divide the children into four or five groups. Give each group a situation to discuss. Ask them to
decide what would be the best thing to do using the three questions listed above. Give each
group a large sheet of paper and markers and ask them to record (by writing or drawing) their
answers on this (like a poster). Assist them where necessary.
Sharing between groups
Tell them that you want them to hear about each others’ thoughts and decisions. To do this ask
one or two people from each group to stay with their sheet (like shopkeepers) and to explain to
the shoppers what the dangers are and what they decided. One or more from each group go to
the other situation (like shoppers). They ask the shopkeepers questions about their decisions
and give their ideas on the dangers and the decisions. The original group comes back together
and the shopkeeper(s) explains what the shoppers said and the group discusses any new
information and suggestions. They make changes to their posters, if necessary.
Discussion
Take each situation and discuss the dangers and the best ways of dealing with it. Finally discuss
with the children what would help people do the best thing.
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Sample situations
You are on your way to the shop. Some older children that you know are sitting on a bench
smoking. You stop to talk to them and they offer you a cigarette.
You are in a park with some friends. Some others join you. They show you some tablets and
say that you should take one, as it will make you feel great.
You are in a friend’s house and you get sick. You have a pain in your stomach. There is no one
in your home at the moment. Your friend offers you some medicine that she was given for a
sick stomach.
Your brother has some of his friends with him, at home. You see them take beer from the
fridge and go upstairs to the bedroom. You know that your Mum would be very upset.
You find a syringe (needle) in the schoolyard.
You saw a local shopkeeper sell cigarettes to 10-year-old children.
Your older sister is worried about her friend. Her friend has been smoking cannabis and
sometimes steals money to buy it. She brought cannabis to school one day.
The local off-licence sells alcohol to 15 year olds.
Your friend talks to you about his mother. He is very worried about her, as she seems to be
drinking a lot. A few times she was drunk, when he got home from school. He does not know
what to do.
You see some young people who live near you, take a small packet from a man who is
walking down the street. Later you see someone whom you heard is taking drugs, get a small
packet from this man.
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Lesson 6
ADDICTION
CORE CONCEPT:
Drugs have long-term effects on the person taking them and can also affect his/her family.
PURPOSE:
To help children understand the effects of addiction.
TEACHER’S NOTE:
Sensitivity is required, as addiction may be a real issue in the lives of some of the children.
RESOURCES NEEDED:
Storysheet: Patricia’s Story (p. 136)
PROCEDURE:
Introduction
Story
DETAILED PROCEDURE:
Introduction
Explain that today we are going to talk about addiction and how people can become addicted.
Ask them if they know what the word addict means. Get their reactions. The following may be
useful in explaining addiction:
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There are a number of risks in using drugs. One of these is the risk of becoming an addict.
People, who keep using drugs, even when using causes problems, are usually addicted.
Addicted means stuck – they are stuck to drinking or smoking or using drugs. They come to
depend on the drug and feel that they cannot manage without it. You can become addicted to
any drug that changes how you feel. It does not matter how you use it, whether you smoke it,
swallow it or inject it – you can still get addicted. We call people who are addicted to alcohol
alcoholics and people who are addicted to drugs drug addicts. People who are addicted to
alcohol or other drugs need help to stop drinking or using drugs. People can also be addicted
to other things. Some people can be addicted to gambling. These addictions can cause much
unhappiness.
Story
Read the two episodes from Patricia’s life.
What is your reaction to the story?
What is Patricia’s life like now?
How did she change from when she was twelve years old?
How do you think things began to go wrong?
Could things have been different?
Recall some of the reactions to the word addict at the beginning of the lesson.
Are there any differences in how you would describe an addict now?
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Patricia’s story
Patricia is 19 years now. This is part of her story.
Age 12-13.
Patricia goes to school everyday, but she would prefer to be free and not have to be in class every
day. She is popular with the others in class. She has a good laugh with them. She enjoys playing
practical jokes and is a kind, helpful girl. She started drinking during the year. The first time she
wanted to know what it was like and then she drank to be with some older, lively girls in the
evenings.
Age 19.
Patricia is injecting heroin and using other drugs if she can’t get heroin. She was arrested for
having heroin and the case is coming up in the courts in a fortnight. All her life is taken up with
getting or using drugs. She feels scared and hopeless. Her family says that she has to leave the
house if she doesn’t stop using drugs.
When she started she never thought she was going to have a lot of problems with drugs. She
thought that would never happen to her. She didn’t mean to become an addict, but gradually
she wanted drugs more and more.
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Lesson 7
ACTION ON DRUGS
CORE CONCEPT:
Being aware of the impact of drug use can lead to positive action.
PURPOSE:
To help the children be more aware of the issues relating to drug use.
To explore the consequences of drug use.
To help children understand that they can take action to influence change in their community.
TEACHER’S NOTE:
A variety of newspapers with articles on drugs need to be collected. The Action Project could be
completed over a number of weeks.
RESOURCES NEEDED:
Newspapers, scissors, large sheets of paper, glue
PROCEDURE:
Group work
Discussion
Front page for a newspaper
Discussion
Action project
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DETAILED PROCEDURE:
Group work
Divide the children into small groups. Distribute a number of different newspapers. Ask the
children to cut out the articles that relate to the use of drugs. Ask them to say what each article
deals with e.g. crime, safety, young people, dangers, prevention.
Discussion
Bring the groups together and discuss what the children found using the following questions:
What were the main issues raised? (List)
What picture do you get of drug use?
What issues were not written about in those papers?
Front page for a newspaper
Ask the children to return to the small groups and to select five of the issues raised about drugs.
Ask them to write a headline for each of these issues. These will be set in the front page of a
newspaper. Make the layout for the front page. The most important issue would go in the
biggest space. Make space for at least ten more issues. (The children could complete their front
page by writing articles to go with the headlines.)
Discussion
The following questions can be used:
What have you learned from this exercise?
What are the headlines saying?
How is the use of drugs affecting our community?
Can we change this?
Action project
Ask the children to choose one type of drug use that they would like to stop. Allow time for
them to discuss this. Discuss whom you need to influence to deal with it. With the children,
plan an approach to collecting and presenting the information. Who will you present it to?
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The following could be included:
You may wish to gather evidence to show the effects of the drug use.
You might want to interview people, draw maps of areas, and look at how the guards
work.
You might invite a guard in to speak about drug prevention.
Discuss actions you can take in your family.
Look at the local community and how it responds.
Collect information about prevention. Find out what is happening nationally or
internationally and see how this affects the local community. What actions can your
community take?
Discuss and record:
What can be done at home.
What can be done at school.
What is happening in your region?
What is happening in your country?
What is happening internationally?
When the information is put together, discuss how it will be presented and to whom you want
it presented.
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Poster
The children could design a poster for a drug awareness day/week.
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UNIT SIX
LOOKING BACK,
LOOKING FORWARD
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Unit Six
LOOKING BACK,
LOOKING FORWARD
This unit looks at the changes and developments that have occurred since the children entered
school. Through the use of an achievements shield, children are invited to celebrate skills,
talents and qualities they are proud of, and to realise that these will help in managing change
in the future.
Change is inevitable and necessary for growth and development. However, change can be
stressful. The transition from primary to second level school comes at a time when many
children are approaching puberty. The anxiety engendered by the move is acknowledged and
explored in order to help them cope with this milestone in their school careers.
LESSON 1
LOOKING TO THE FUTURE
LESSON 2
CELEBRATION SHIELDS, WORRY STARS
LESSON 3
A NEW SCHOOL
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Lesson 1
LOOKING TO THE FUTURE
CORE CONCEPT:
We can prepare for change by accepting it and building on our strengths.
PURPOSE:
To explore children’s feelings about changes.
To identify skills they have developed.
TEACHER’S NOTE:
When talking about change teachers need to be sensitive to children who may have difficult
personal histories.
If the children kept their This is My Life materials from fifth class they could be reviewed
when the activity sheets are completed.
RESOURCES NEEDED:
Worksheet: Looking Back, Looking Forward (pp. 145, 146)
PROCEDURE:
Introduction
Worksheet
Discussion
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DETAILED PROCEDURE:
Introduction
To introduce this lesson talk to the children about how they have grown and changed from
when they first entered Junior Infants until now. Identify physical changes in: height, weight,
appearance etc. What skills and abilities have they developed, as they have grown older?
Explore intellectual, emotional and social changes – the ever widening circle of people who are
important in their lives, the ability to name and express feelings appropriately, making choices
and increased responsibility.
What major change will happen in their lives in a few months/weeks time? (They will be
leaving primary school.)
Worksheet
Distribute the worksheet: Looking Back, Looking Forward and ask the children to
complete it on their own. As they are doing so, move about the room and be aware of children
who are struggling. Sit with individual children and talk them through the section they are
working on.
The first set of questions deal with the past. The children are asked to identify a physical change,
a skill they have developed and two important events. In considering the future the children
are asked to consider how they would like to look, something they would like to learn to do and
what they would like to be when they leave school. In pairs or in small groups the children
share the contents of their worksheet.
Discussion
In the follow-up discussion with the children identify how they felt while doing the exercise. Is
change something that excites or worries them? In looking at the future section what do they
need to do to achieve their goals?
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Looking back,looking forward
Past
Future
How my appearance
has changed
How I would like to look
six years from now
A skill I have learned
and developed
A skill I would
like to develop
Two important
events in my life
What I would like to
do when I leave school
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Looking back,looking forward
Past
Future
How my appearance
has changed
How I would like to look
six years from now
A skill I have learned
and developed
A skill I would
like to develop
Two important
events in my life
What I would like to
do when I leave school
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Lesson 2
CELEBRATION SHIELDS,
WORRY STARS
CORE CONCEPT:
Awareness and acceptance of our own and others’ feelings promotes well-being.
PURPOSE:
To explore feelings about going to second level school.
To help children identify their strengths.
To consider ways of dealing with worries.
TEACHER’S NOTE:
This lesson may be covered in two sessions. The children may opt to leave some of the sections
on the shield blank for completion later.
RESOURCES NEEDED:
Worksheet: My Achievements Shield (p. 150)
Worksheet: The Star (one per group) (p. 151)
Strips of paper and a small box for collecting the children’s worries
PROCEDURE:
Discussion
Worksheets
Devising coping strategies
Display
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DETAILED PROCEDURE:
Discussion
Talk with the children about the move from primary to second level school. A stick person could
be drawn on the board and given a name e.g. Adam. Explain to the children that Adam is in
sixth class and in three (or more) months time he will be in second level school. Ask them to
identify all the feelings he could be experiencing about the move i.e. excited, happy, sad,
anxious, worried …
Explore some of these with the children.
What might be exciting for Adam about the move?
What could be the cause of him feeling sad? (Perhaps his best friend will be going to a
different school.)
What might be worrying him about the move?
In discussing Adam’s feelings draw attention to the fact that everyone experiences a whole mix
of emotions at times of change. When we are about to do something new or different we often
feel worried, concerned and anxious as well as excited.
Give each child a slip of paper. Ask them not to write their names on the slips. Ask them to take
a few minutes to think about the move to second level school and to concentrate on anything
that is worrying them or making them anxious about it. If possible give them some examples
from your own life. The children then write down their worry on the slip: I am worried that
… Collect the slips in the box.
Worksheets
Distribute the worksheet: My Achievements Shield. Explain to the children that each one of
them deserves a special award for their achievements while they were in primary school.
Remind them that small successes are as important as big ones.
People are different – what’s easy for one is difficult for another. We all have different
talents, qualities and skills e.g. winning a medal for swimming at Community Games might
be Orla’s achievement while learning to swim might be a big achievement for Paula. James
might find reading difficult so if he finishes a book that is a great achievement for him. John
may be hopeless at soccer but he may be a really good friend – becoming a good friend is an
achievement.
Explain to the children that they are to fill out the small sections on the shield, naming their
two best achievements and a talent, quality and skill that they are proud of. They can talk to
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and help each other out during the exercise. The square can be used for a drawing or
photograph of themselves and they write their own personal mottoes on the banner below the
shield. It may be necessary to give them examples of mottoes.
While the children are completing their shields the worry box should be opened and the slips
sorted. Many of the children will have common worries. An example of a worry identified
should be written in the centre of each star in the worksheet: The Star
Devising coping strategies
Divide the children into small groups to correspond with the number of main worries. Each
group is given a star. Their task is to discuss the worry and decide on the best way of dealing
with this worry. This is written on one of the points. The groups then exchange stars. Each
group reads the new worry and the suggested coping strategy. Their task this time is to provide
an alternative option and to fill this in on a second point. The groups can continue exchanging
the stars until four points are completed.
Display
All of the stars are displayed. Over a period of time the worries and suggested strategies can be
discussed with the whole class. If you feel that an alternative strategy would be more useful this
could be written on the fifth point. Asking for help or talking to someone who could help
should be highlighted as a way to allay fear or get important information. The children can
decide which strategy they think is best and write that number on the sixth point.
The children’s shields can also be displayed. In talking about their talents, qualities and skills,
emphasise that these can be used to help us cope in new or difficult situations.
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My achievements shield
Name
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The star
1.
3.
2.
I am
worried that
5.
4.
6.
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Lesson 3
A NEW SCHOOL
CORE CONCEPT:
A major challenge for children is to cope with the change from primary to second level school.
PURPOSE:
To prepare children for the transition to second level school.
TEACHER’S NOTE:
If possible a visit by a teacher and some students from a nearby second level school could be
organised. The visitors could talk about their experiences during their first days in a new school
and the children would have the opportunity to ask them questions.
RESOURCES NEEDED:
Large sheets of drawing paper, selection of markers
Evaluation Sheet (p. 155)
Certificate (p. 156)
PROCEDURE:
Introduction
Group work
Discussion
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DETAILED PROCEDURE:
Introduction
To introduce this lesson, ask the children to name the second level school which they will
attend next year. Many of them will be familiar with the buildings. Discuss the differences
between their present school and their new schools – size of building, distance from home,
number of students and teachers, different subjects …
Group work
Divide the children into groups of six and distribute one large sheet of drawing paper and some
markers to each group. The group’s task is to imagine their ideal second level school:
What the building would look like
What facilities it would have
What the grounds would be like
How the students would be dressed.
The group draws a picture of this school.
When this is completed, each group appoints a spokesperson who remains at their work area.
The others are free to move around and view other groups’ work. The children are free to ask
questions of the spokesperson.
Back in their small groups the children talk about their future schools:
What things are you looking forward to?
What will be good about moving from primary to second level school?
What are you not looking forward to about the move?
How do you feel when you think about the move?
Discussion
Have the children give a report of their group discussion and discuss with the other children.
Identify common causes of excitement, worry, and concern. Draw attention to the fact that
many of them have the same worries and concerns. Ask the children to identify people they
could go to for help if some of their fears materialised. If a visit by a teacher and/or students
from a second level school has been organised the children could prepare a series of questions
to ask them.
153
WALK TALL PROGRAMME
These could be written on a large sheet of paper as an open letter.
Finally, discuss with the children:
What it was like to talk about the move to second level school – hopes, fears, worries and
concerns?
Did we learn anything new from the exercise?
Evaluation of the Programme
Review the work of the Programme by asking the children to name the different things they did
in the class. Discuss what they enjoyed most. Ask them to complete the evaluation sheets.
Present the certificates to the children.
154
WALK TALL PROGRAMME
Evaluation sheet
Review of the Programme
What did you like about the Programme?
What would you change about the Programme?
Write down three things you learned
I learned
I learned
I learned
155
WALK TALL PROGRAMME
Goal-setting
The children could devise for themselves a goal-setting contract. In this, the individual could:
Describe what their goal is
The steps they need to take to get there
Who or what they need to help them
Time limit to achieve the goal
Circle work
During Circle work you could initiate a round/discussion on the children’s hopes and
expectations.
156
OUR SCHOOL
6th Class
WALK TALL PROGRAMME
This certificate is presented to
__________________________________________________________
who has completed the Walk Tall Programme
__________________________________________________________
Teacher
Date: ________________________________
WALK TALL PROGRAMME
RESOURCES LIST
An Experience Centered Curriculum,
Walsh, D: Educational Studies Document No. 17 UNESCO Paris, 1974.
Blood Guts: A Working Guide to Your Inside.
Alison, L. : Little Brown & Co, Paris 1976.
Creative Movement and Dance in Groupwork. Payne, H.: Winslow, 1995.
Creative Drama in Groupwork. Jennings S.: Winslow, 1993.
Developing Facilitation Skills. Prendiville, P.: Combat Poverty Agency, 1995.
Emotional Intelligence. Goleman, D.: Harper Collins,1995.
Enhancing Self-esteem. I.N.T.O. Publication, 1995.
Enhancing Self-esteem in the Classroom. Lawrence, D.: PCP Education Series, 1987.
Essential Teaching Skills. Kyriacou, C.: Stanley Thornes (Publishers) Ltd., 1991.
Frames of Mind: The Theory of Multiple Intelligences.
Gardner, H.: London: Fontana 1993.
Games, Games, Games: A Co-operative Games Book. The Woodcraft Folk, 1989.
Health Guides: Drugs. Naik, A.: London: Hodder Children’s Books, 1997.
Learning Together. Fountain, S.: Stanley Thornes, 1990.
Let’s Play Together. Masheder, M.: London: Green Print 1989.
Positive Discipline in the Classroom.
Nelson, J., Lish, L., and Glenn, H: Prima Publishing 1997.
Quick Guides: Drug Education for Children 4 – 11: Daniels Publications, 1995.
Quality Circle Time. Mosley, J.: L.D.A., 1996.
Self-esteem, the Key to Your Child’s Education. Humphries, T.: Cork, 1993.
Turn Your School Around. Mosley, J.: L.D.A., 1993.
Winners All: Co-operative Games for All Ages. Pax Christi, 1980.
Your Child’s Self-esteem – Step by Step Guidelines for Raising Responsible,
Productive, Happy Children. Corkille-Briggs, D.: Doubleday, 1995.
Your Choice – A Personal Skills Course.
McConnon, S.: Interpersonal Communication, 1990.
158
WALK TALL PROGRAMME
CLASSROOM PROGRAMMES
Bí Folláin: Programme of Social and Health Education.
Mid-western Health Board, 1992.
Building Self-esteem in the Elementary Classroom.
Reasoner, R.: Consulting Psychologists Press Inc., 1992.
Education for Love. St. Mary’s College, Centre for Research and Curriculum Development.
Esteem Builders. Borba, M.: Jalmer Press, 1989.
Health For Life, 1 and 2.
The Health Education Authority’s Primary School Project: Nelson 1989.
100 Ways to Enhance Self-concept in the Classroom.
Cranfield, J.: Longwood Professional Books, 1994.
Primary School Health Education Programme. North Western Health Board. 1992.
Resource Materials for Relationships and Sexuality Education. 1998.
Self-Actualisation in the Classroom. O’Donnchadha, R.: E.T.C. Consult, 1996.
Self-esteem Sets A and B. White, M.: Daniels, 1992.
Skills for Primary School Children (Lesson Cards). Tacade.
The Primary School Drugs Pack. Healthwise Helpline Ltd., 1995.
The Stay Safe Programme:
Personal Safety Skills for Primary Schools. Child Abuse Prevention Programme, 1997.
Windows on the World. Columban Fathers and Sisters, 1992.
159

WalkTall 6th Class Resource Materials

Transcription

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