The Alcohol Education Trust

Six Alcohol Education Lesson Plans

4 lessons to be delivered at age 12-14 (Year 8 or 9 / S1 or S2) with two top up lessons at age 13-15 (Year 9 or 10 / S3 or S4)

TABLE OF CONTENTS Foreword 1 Acknowledgements 3 Getting started 4 Model Lesson 1 Assessing knowledge - How much do you know about alcohol? Model Lesson 2 Units and guidelines – Responsible drinking Model Lesson 3 Alcohol and its effects (physical and social) Model Lesson 4 Alcohol and the Law - The consequences Model Lesson 5 The effects of drinking too much Model Lesson 6 Reflect and recap - making safer choices

Talking to your class about alcohol can be tricky, but it’s essential that young people learn the facts. This collection of lesson plans provides engaging activities for 11 to 15 year-olds. The initial unit of work is designed to be delivered across an academic year and consists of 4 lessons, with each focussing on a key topic. The two ‘top up’ lessons should follow a year later to build spirals of learning and embed safer decision making as the children get older. Each lesson consists of selected activities, with suggestions for possible variation, depending on the characteristics of the class and time available. All resources are downloadable as pdfs from alcoholeducationtrust.org teacher area. Whether the lessons succeed is largely dependent on the way children exchange their ideas and feelings in groups. The activities involve discussion-based work, group work, true or false ‘myth busters’ and links to the interactive games, quizzes and activities in the Online Learning Zone talkaboutalcohol.com. The lesson plans include suggested film clips, worksheets and factsheets as well as games and activities and comprehensive but straightforward information - everything you need for fun and informative lessons.

Produced by The Alcohol Education Trust [email protected] Charity Registration Number 1138775

First Edition May 2020. Copyright Helena Conibear of The Alcohol Education Trust. All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission in accordance with the provisions of the copyright act 1956. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 licence. To view a copy of this licence, visit creativecommons.org/licenses/by-nc-sa/4.0/ FOREWORD These lesson plans and the complementary websites and if children do drink alcohol, they should not talkaboutalcohol.com and alcoholeducationtrust.org do so until at least age 15 years-old.“ (See the full have been created by The Alcohol Education Trust. guidance at alcoholeducationtrust.org/wp-content/ The Alcohol Education Trust has a very specific remit: uploads/2014/08/CMOguidance.pdf). Drinking i) the provision of alcohol education in different at a young age can lead to increased risk of injury, ways, to children aged 11 - 18 and their parents, other negative risk taking and a greater risk of and dependency in adulthood. According to WHO, alcohol ii) to provide engaging, evidence based resources misuse is the biggest risk factor for death, ill-health and lesson plans for teachers and youth and disability among 15-49 year-olds in the UK See professionals that are suitable for various ages, alcoholeducationtrust.org/teacher-area/facts- abilities and experience and which have been figures/ for more information. fully evaluated and shown to be effective in The Talk About Alcohol material comprises a wide improving outcomes for young people. range of exercises largely based on value and The Alcohol Education Trust charity trustees include behavioural perspectives. Issues are discussed experienced teachers and specialists in PSHE, an ex from an interdisciplinary perspective. The focus Head of Department from a large Greater London is on encouraging young people to take personal secondary school, and a Head of Department from a responsibility and to choose behaviours that resist 0-19 academy in one of the highest areas of multiple social coercion and peer pressure. Lecturing and scare deprivation in England. mongering are avoided as much as possible. These resources provide adaptable materials to suit In England health education (which includes alcohol the knowledge and experience of young people education) was due to become a compulsory subject aged 11-18 . They use material drawn from existing in state funded primary and secondary schools from resources that can be found via the AET website. Setember 2020. An extension has been granted to July By making these resources available, The Alcohol 2021 due to COVID 19. Education Trust aims to work towards a more The statutory guidance issued by the DfE defines responsible drinking culture in the UK, by ensuring what schools should do and sets out the legal duties young people are able to make informed choices with which schools must comply when teaching based on knowledge about units and guidelines, Relationships Education, Relationships and Sex alcohol and the law, alcohol and its effects, how to stay Education (RSE) and Health Education(DfE statutory safe and how to resist peer pressure. guidance - Physical health and mental wellbeing Results of the evaluation of this Talk About Alcohol (Primary and secondary). For alcohol education, programme 2011-15 by NFER show that our resources the guidance states that the PSHE/RSHE curriculum significantly help raise the age at which young people should include the physical and psychological risks start drinking, an effect that strengthens over time. The associated with alcohol consumption and what evaluation found that after completing the training, constitutes low risk alcohol consumption in adulthood the proportion of young people who had ever had a and also the physical and psychological consequences drink was lower in the intervention group than in the of addiction, including alcohol dependency. control group and that two years later, this difference The ‘DfE and ACPO Drug Advice for Schools’ 1 became significantly more pronounced. Those pupils strongly recommends that schools ‘develop a drugs who had 4 key TAA lessons in Year 8 with 2 top up policy which sets out their role in relation to all drug lessons in Year 9 were 15% less likely to be drinking matters – this includes the content and organisation whole drinks than those in control schools who hadn’t of drug education, and the management of drugs had the lessons. and medicines within school boundaries and on The AET also aims to reduce the prevalence of school trips. As it does not include references to the ‘drinking to get drunk’, and to encourage self reliance, curriculum, teaching orPSHE/RSHE and is much more confidence and self respect, making it easier for about responding to drug related incidents etc., we young people to resist peer pressure. By ensuring recommend that schools access the links in further 11 - 18 year-olds are equipped with no nonsense sources of information on p3 of this booklet for facts about alcohol, we hope to encourage them planning and guidance on schemes of work for PSHE. to make better informed drinking choices as they Substance misuse education and prevention activity get older. Our aim is to achieve The Chief Medical within Scottish schools is delivered under the Officer guidance for young people that “an alcohol Curriculum for Excellence. Health and Wellbeing is free childhood is the healthiest and best option, one of eight curriculum areas provided through to

SIX ALCOHOL EDUCATION LESSON PLANS PAGE 1 S3. Relevant experiences and outcomes for substance The importance of evidence based prevention misuse seek to ensure that children and young people In recent years, drug prevention researchers and can appropriately differentiate between substances, practitioners have agreed on what can help a school- understand the action that needs to be taken in based alcohol education programme be effective. unsafe situations, can make informed choices, and can Such a programme should encompass a number of understand the implications of risk-taking behaviour. elements including life skills, exploration of social The Welsh government provided ‘Guidance for norms and social influences, involvement of the substance misuse education’ in 2013, which states that family (via homework or parents’ evenings) and the learners should be given opportunities to study ‘the provision of balanced, non-judgemental information, effect on the human body of some drugs, including allowing pupils to make fully informed choices. It alcohol’, as well as ‘how to use alcohol responsibly should avoid scare tactics, ‘top down’ approaches and and the risks of binge drinking’. A new curriculum one off sessions on a topic (Seefurther sources of for Wales for learners aged 3 to 16 was published in information on p3 of this booklet). 2020 and will be taught in all schools and funded Research demonstrates that alcohol use for many non-maintained settings up to Year 7 from September adolescents forms part of their lifestyle and social lives. 2022. It will then roll out year by year until it includes The approach of the Alcohol Education Trust is holistic: Year 11 by 2026. Health and Well-being is one of six one of early prevention moving to harm minimisation, core areas included in the curriculum. providing both drinkers and non drinkers with The harm minimisation approaches used by The strategies for reducing harm occurring, as well as Alcohol Education Trust and Talk About Alcohol incorporating important non-use and delayed use strategies. DO NOT oo endorse, encourage or condemn alcohol use or Results of the evaluation of this Talk About Alcohol assume that all students are drinkers. programme 2011-15 by NFER show that our resources significantly help raise the age at which young people DO start drinking, an effect that strengthens over time. oo understand that the majority of students will drink (The evaluation found that after completing the alcohol at some time in their lives training, the proportion of young people who had oo assume that whether drinkers or non-drinkers, ever had a drink was lower in the intervention group young people will be affected by the behaviour of than in the control group and that two years later, this those who do drink difference became significantly more pronounced. oo acknowledge that some young people do choose Those pupils who had 4 key TAA lessons in Year 8 to drink oo identify non-use as a viable choice in minimising harm oo acknowledge that many young people spend time with peers or adults who are drinkers, so aim to educate both for the present and the future oo aim to reduce the adverse health, social, cultural and economic consequences of excessive alcohol use by minimising the harm for both the community and the individual oo aim to equip students to make informed choices about whether to drink or not, and if so, how much, with whom and in what circumstances oo aim to promote responsible choices about alcohol use within the context of a healthy lifestyle oo include a focus on emotional, social and financial harms as well as physical harms oo use the nationally recognised Chief Medical Officers’ (CMO) guidelines and statistics oo fit within the KS3, KS4 framework in England, KS2-4 in Wales and S1-S6 of the curriculum in Scotland.

SIX ALCOHOL EDUCATION LESSON PLANS PAGE 2 with 2 top up lessons in Year 9 were 15% less likely We hope you find this workbook and the website to be drinking whole drinks than those in control alcoholeducationtrust.org useful, engaging and schools who hadn’t had the lessons). You can read informative. We welcome feedback and ideas for other the NFER results and the also the Mentor Adepis CAYT resources, please email [email protected]. evaluation, via alcoholeducationtrust.org/teacher- Helena Conibear, CEO area/evaluation-case-studies/. The evaluation was The Alcohol Education Trust awarded 5/6 for quality and was the only programme to be awarded 3/3 for effectiveness. Victoria McDonaugh, Chair of Trustees The Alcohol Education Trust The Talk About Alcohol programme is PSHE Association quality assured, recommended at EU level by The ACKNOWLEDGEMENTS European Platform for investment In Children (EPIC) The AET are immensely grateful to the PSHE leads, and is selected as one of the top 70 most effective teachers, police officers, Healthy Schools coordinators, programmes in the world for impact in improving Health promotion practitioners, governors, medical children’s outcomes by the Early Intervention specialists and parents who have peer reviewed the Foundation. resources, and to the AET Trustees: PSHE lead and training Victoria McDonaugh MA (Hons) PGCE, Chair of Trustees The Alcohol Education Trust understands that teaching Christina Benjamin BSc (Hons) PGCE time and finances available for PSHE are limited in many David Cox schools. Therefore, in many cases hard copies of the Stephen Foster Teacher Workbook, SEN resources and presentations to Kate Larard MSc, HV, RM, SRN parents in school can be provided free for schools due Andrew Morse BSc (Hons) to local commissioning, grants or support. For others, Keith Newton ACA we keep costs as subsidised as possible and resources Alison Winsborough BMus, PGCE are available for free via alcoholeducationtrust. org as downloadable pdfs with interactive and complementary activities for teenagers in our Online Learning Zone, talkaboutalcohol.com. Student targets concerning alcohol use are outlined in the Ofsted guidance 2. However, nothing is said about how these targets should be achieved – or by what means. Consequently, it is left to the teachers to handle this issue, based on their own teaching competence. Talk About Alcohol is designed to encourage and guide school staff in a confident and active alcohol education programme. Invest in Continuing Professional Development (CPD) and teacher training for PSHE subjects Research demonstrates that teachers of health and drug education often lack adequate training and confidence when teaching drug education and other health issues to their class. Ofsted in 2013 found PSHE to be ‘not yet good enough’ and alcohol education provision to be below standard in 40% of the secondary schools it assessed. The AET provides tailored CPD training on alcohol across England. For more details email [email protected]. Assessment for learning You will also find criteria for PSHE assessment on the PSHE Association website. The effective use of assessment allows pupils and teachers to reflect on the learning that has taken place, increases motivation for learning and helps to demonstrate impact. References Public Health England - Promoting children and 1. DfE and ACPO Advice for Schools 2012 young people’s emotional health and wellbeing: a alcoholeducationtrust.org/wp-content/ whole school and college approach (2015) uploads/2015/07/DfeACPOadvice.pdf gov.uk/government/publications/promoting- 2. Not yet good enough: personal, social, health and children-and-young-peoples-emotional-health- economic education in schools and-wellbeing assets.publishing.service.gov.uk/government/ Drug and Alcohol Education in Schools (2013) uploads/system/uploads/attachment_data/ alcoholeducationtrust.org/wp-content/ file/413178/Not_yet_good_enough_personal__ uploads/2015/07/mentoradepis.pdf social__health_and_economic_education_in_ schools.pdf Scotland Curriculum for Excellence: health and well being Further sources of information outcomes and experiences (Scotland) England education.gov.scot/Documents/health-and- NICE - Alcohol interventions in secondary and wellbeing-eo.pdf further education Aug 2019 Health and wellbeing in schools (Scottish nice.org.uk/guidance/ng135/chapter/ government) education.gov.scot/Documents/ Recommendations#planning-alcohol-education health-and-wellbeing-pp.pdf DfE statutory guidance - Physical health and mental Wales wellbeing (Primary and secondary) - July 2019 Personal and social education framework for 7 to gov.uk/government/publications/relationships- 19-year-olds in Wales (2008) education-relationships-and-sex-education- rse-and-health-education/physical-health-and- hwb.gov.wales/storage/35fae761-054b-4e9b- mental-wellbeing-primary-and-secondary 928c-03e86b3e207f/personal-and-social- education-framework.pdf DfE Statutory guidance - Relationships education, Curiculum for Wales 2020 - Area of learning and relationships and sex education (RSE) and health experience: Health and Well-being education (June 2019) gov.uk/government/publications/relationships- hwb.gov.wales/curriculum-for-wales/health-and- education-relationships-and-sex-education-rse- well-being/ and-health-education DfE policy statement on relationships education, relationships and sex education, and personal, social, health and economic education (March 2017) gov.uk/government/publications/relationships- education-rse-and-pshe DfE PSHE education: a review of impact and effective practice March 2015 gov.uk/government/publications/pshe-education- a-review-of-impact-and-effective-practice PSHE Association - Programme of Study for PSHE Education (Key stages 1–5) (updated 2020) pshe-association.org.uk/curriculum-and- resources/resources/programme-study-pshe- education-key-stages-1–5 National PSHE CPD Programme babcockldp.co.uk/improving-schools-settings/ curriculum-additional/pshe Ofsted Personal, Social, Health and Economic (PSHE) education survey visits (based on the 2013 Inspection Framework, which was updated in 2019) alcoholeducationtrust.org/wp-content/ uploads/2015/07/ofstedPSHE.pdf

SIX ALCOHOL EDUCATION LESSON PLANS PAGE 3 GETTING STARTED The importance of the school environment Climate for Learning There is no environment other than schools where we Safeguarding can guarantee that almost every child in the UK can be Familiarise yourself with your school’s Safeguarding reached and informed about the key issues regarding and Child Protection policies and key staff with lead alcohol. responsibilities and understand the protocol to follow A positive school climate is a protective factor against if a student makes a disclosure during a lesson. risky behaviours, including alcohol use. Schools reach Ground rules young people at an age when they are trying out and developing individual identities. For this reason, after For all topics in PSHE, it is recommended that ground parents and carers, schools have the greatest potential rules are referred to at the beginning of each lesson, to influence the future behaviour of students. and revisited when appropriate. Ground rules should include respecting each other’s opinion, Headteacher or PSHE Lead asking questions in turn, neither disclosing personal information nor asking personal questions. General recommendations for good practice oo Before implementing lessons on alcohol you Distancing Techniques may choose to organise a meeting in school with As well as avoiding the use of personal examples in the participating teachers, the relevant governor, classroom, ensure that all phrasing and questioning is parent representatives and the Head Teacher in the third person. Creating characters of a similar age to explain about the resources you are using and background to the class or developing fictional and what will be covered. This may include all scenarios allows students to explore their thoughts PSHE areas and OFSTED requirements and will more objectively. help show evidence of health and wellbeing as Signposting well as safeguarding outcomes for the School Lessons should include signposting to within school, Development Plan, OFSTED, etc. local and national organisations for help for those who oo If possible, demonstrate using may have concerns about alcohol and its effects on alcoholeducationtrust.org which carries themselves, their friends or family. all the lesson plans and worksheets and Make it clear that pupils can seek help and/or disclose circulate the booklets Alcohol and you and in a safe, appropriate way. Talking About Alcohol. (To order email kate@ alcoholeducationtrust.org). Dealing with sensitive questions oo Share resources and ideas with other schools and It is good practice to have a question box, an ‘ask it PSHE providers. basket’ where students can post questions about anything worrying them. These questions can be oo Consider organising a feedback session with year anonymous and relevant to the whole class or groups. You could put on an exhibition of posters personal. At the start of each lesson, remind students designed by the pupils and invite the parents or that questions can be placed in the box at any time include a Talk About Alcohol parent talk as part during the lesson and that you will provide responses of a parents’ or Meet The Tutor evening. Email at a later time, for example a follow up lesson. Make it [email protected] to organise. clear that you have a duty to disclose any safeguarding oo Although schools are not required to have an issues but you are there to support, refer and inform as alcohol policy it is advisable to do so, perhaps as appropriate. part of a wider drugs policy. Make parents, pupils and teachers aware of any School Alcohol Policy Involve students with SEND as part of the programme. You can find a model The topics in the workbook are relevant for all at alcoholeducationtrust.org/teacher-area/ students, but our there are picture & story led school-alcohol-policy. See also DfE, Keeping resources on the AET website that can be used to children safe in education Statutory guidance differentiate teaching for SEND or ESL pupils. for schools and colleges September 2019 Physical Learning Space oo Ensure all teachers providing PSHE can signpost Consider that it may be beneficial to adapt the normal to local services and sources of help. classroom layout, or to move to a different space oo Ensure you have a governor lead for PSHE/ health for group exercises. Ideally, try to create spaces for and wellbeing. working in small groups.

SIX ALCOHOL EDUCATION LESSON PLANS PAGE 4 Programme philosophy Knowledge of risk is not necessarily protective, it Achieving cultural or individual change via the needs to be coupled with measures to encourage classroom is a tall order. Drinking is a largely social pupils to resist social influences and peer pressure. habit, and in a young person’s world is often associated with recreation, rebellion, maturity, sexuality, Behavioural objectives relationships and emotional problems. For education The key aims of The Alcohol Education Trust are: about alcohol to be effective, the reality of a young oo to delay the age at which teenagers start drinking, person’s world has to be built into the programme and with the aim of achieving the Chief Medical valued and reflected in the teaching method. Most Officers’ (CMO) guidance that an alcohol free older teenagers have a positive perception of alcohol childhood is the best option through their family, peers and role models, therefore oo to help ensure that when or if they choose to alcohol education has to revolve around creating a drink, teenagers do so responsibly responsible attitude to alcohol by exploring the issues oo to reduce the prevalence of excessive drinking and relevant to the group. the antisocial consequences of drunkenness and Research shows that if alcohol education through the associated risk taking and health harms. school is going to have an impact, the message that Many of the life skill elements of the lesson plans and responsible drinking doesn’t have to mean having worksheets cover issues that are relevant to risk taking less of a good time must be key. Rather, education and the importance of taking personal responsibility messages should emphasise that a young person is in general. more likely to have a good time if they are in control. The materials also emphasise the harm that the misuse NOTE: All background information and references of alcohol causes in society and that alcohol is a drug to scientific information and Government that is potentially addictive. guidelines can be found on the website at ‘PSHE can improve the physical and psychosocial alcoholeducationtrust.org. well-being of pupils. A virtuous cycle can be achieved, Plan ahead whereby pupils with better health and well-being can achieve better academically, which in turn leads to oo Make a time plan based on the number of greater success.’ hours timetabled for alcohol and distribute it (Department for Education (2015) overview of the to colleagues involved. We recommend 4 in impact of PSHE education). year 8 and 2 in year 9 with occasional top up lessons (not included here but available via Learning objectives alcoholeducationtrust.org) thereafter. On completion of the 6 lessons, learners should Photocopy the relevant resources from this understand book, or they can be downloaded from oo how alcohol affects the body (short and long alcoholeducationtrust.org, ordered by year group term) and therefore the dangers of drinking above recommendation or by subject. low risk guidelines. oo Assess the space allocated for PSHE, regarding oo units of alcohol and the strength of different computer access or the need for photocopied alcoholic drinks and how these fit with the low risk resources. guidelines. oo Lessons should combine a baseline icebreaker oo how long alcohol stays in a person’s system and activity, information, skills and activities. Skills- what factors affect this in order to assess risk such based teaching that involves students in practical as getting home safely or driving. activities increases their interest and learning. Teaching methods that allow students to practice oo alcohol related law and the life changing behaviours that are relevant to their experience, consequences of breaking laws in order to avoid in a low risk situation, using realistic scenarios, taking risks that could be life changing. provide important experience that they can take oo the social norms surrounding the frequency and with them to real life situations. Each area of our acceptance of drinking to drunkenness, so that website highlights relevant activities and film clips. drinking early or excessively is not considered oo Avoid a judgemental approach as far as possible, desirable. avoid identifying pupils who are drinking. oo that alcohol is a drug that is potentially addictive Promoting drink free behaviour and responsible and it can have negative effects on a life. use does not mean exposing those who have oo the nature and scale of excessive drinking and the experimented. impact on the health service, policing and families. oo Be sensitive to pupils whose parents have a drink problem, are alcohol dependent or get drunk in

SIX ALCOHOL EDUCATION LESSON PLANS PAGE 5 front of them. Consider liaising with the pastoral Asking questions team to find out if anyone might be particularly affected by lessons before delivery. This will give Join in yourself - By joining in the discussions the opportunity for teachers or pastoral team and giving oral, relevant, non-personal examples, members to talk with the young person ahead you can encourage active participation. Assessing of time. (See Useful contacts and sources of pupils’ perceptions and knowledge before imparting information on the back page for those who may information is key. These are what we call baseline or need help). icebreaker activities, see page 7 for ideas and activities. Silent pupils - General silence before the first The significance of the group sessions on alcohol can be awkward, both for pupils A school class often reflects society at large, namely and teachers. We have a selection of ‘conversation students with a wide range of family situations and starter’ film clips and ‘ice breaker ‘ activities available social backgrounds, including those who may have on alcoholeducationtrust.org to help get the parents with drinking problems at home. Everyone has conversation going. experiences and opinions that can bring important The right to pass - If you ask about ideas, thoughts aspects to the discussion – religious beliefs, immigrant or feelings, you must give pupils the right to experiences, social backgrounds, gender, hobbies, refuse. Rephrasing the question can often help and etc. There are a number of differences that can be depersonalise the situation. utilised in discussions. Classes also create their own Avoid ridicule - If you notice humiliation or laughter, behavioural patterns. Labels and roles are quickly deal with it immediately. Your role is to give the group assigned. Some are viewed as nerds, others as emos, the security and confidence it needs to encourage and so on. Some are rowdy and others are silent, interpersonal skills and respect for different lifestyles silenced or bullied. Using props such as a blow up and opinions. microphone, a ball or dice to randomly allow students to speak in turn can be helpful in avoiding more vocal Set goals students dominating. The recap sessions - games and activities including In order for a discussion about values to be successful, a quiz and myth busters - offer a useful measure of ingrained patterns must be broken. Another important whether the key messages have got through! The fact aspect to consider is that many young people or sheets can be photocopied to ensure pupils have the teenagers often look at things dichotomously, i.e. correct information in their files to refer back to as well. issues often become either ‘black’ or ‘white’ in conflict Leaving enough time at the end of the lesson to allow situations. Everything is divided into opposites – right feedback and evaluation of what has been covered or wrong, dumb or smart, attractive or ugly, good or or what else pupils would like to know will help you bad. This is why it is important to avoid this type of plan and assess knowledge gain. Again a prop such reasoning and to use follow-up questions to create as a beach ball, foam dice or blow up microphone opportunities for a more nuanced discussion. can be passed with a question such as ‘what fact most surprised you today’ or ‘name a new piece of Two way process – assess what your pupils Information you learnt today’. This can be done In already think or know small groups, on post It notes etc. Another common phenomenon is that young people sometimes want clear instructions and will expect you Skills and group activities as a supervisor to have an explanation for everything Different methods that happens. This presents an obvious danger; that The Talk About Alcohol programme and its websites the class or the group becomes a jury, judging other alcoholeducationtrust.org and talkaboutalcohol. people’s values and you are given the role of judge com consist of a large number of exercises and with all the right answers. It is therefore important that worksheets. These exercises are designed to inspire you and your students work together to create clear active discussion among young people on the ground rules at the outset for the discussion, such as complex problems associated with alcohol. Various avoiding personal disclosure and having a questions types of method can be used to launch a discussion. box. Students may want to add or amend ground rules The following section contains a short description as different topics are discussed. of the most common methods that can be used in lessons.

SIX ALCOHOL EDUCATION LESSON PLANS PAGE 6 Group discussion circle Icebreaker and base line activities suitable for Holding discussions in an informal circle away from alcohol education desks or in smaller groups around several tables, helps pupils relax, speak more freely and listen more intently. The Four-corner method Leading group discussions In ‘four-corner methods’, the supervisor gives the group four alternatives for a specific situation. You Begin by leading the group into the discussion topic. can construct examples for these exercises from daily Clarify the scope of the topic and the specific issues life, from newspaper articles, conflict situations, etc. that will be discussed. Also explain the objective of the Examples of situations may include: “The worst thing exercise and give clear instructions so that everyone about drinking too much alcohol is...” understands what you will be doing. • that a somebody could easily make a fool of oo Keep the discussion on track – While it is important themself to keep the discussion on track, spontaneous • that they could end up in a fight discussions are important. However, you must be clear in your instructions so that the topic you • that it’s bad for them are dealing with is really discussed and so that • open corner: When... (a different alternative). fundamental values are put to the test. Some Ask each participant in the exercise to make a note discussions tend to “drift off” in another direction. on a piece of paper indicating the corner they choose In this case, it is important to determine whether before going to sit in ‘their’ corner. These pieces of or not this detour is significant to the issue or if you paper will serve as a ‘map’ of the room. This method can come back to it at a later time. also makes it more difficult for peer pressure to lead oo When one person dominates – It can be difficult everyone to follow the majority’s choice of corner. to get everyone to participate in a discussion. After making their choice on paper, each person goes This can become particularly pronounced when to the corner in the room that corresponds to their dealing with sensitive issues, when the students own opinion. Allow the participants to discuss with settle into distinct and expected roles. Try to give each other their reasons for choosing that particular everyone a chance to speak and avoid ending up in corner. The supervisor then initiates a dialogue a situation where two strong wills are dominating between the corners. You may consider asking if the discussion. ‘Hot seat exercises’ may be used here anyone would like to change corners after having to break down the opinion hierarchy. listened to the others. oo When someone is silenced or becomes silent - It is 4 hoops with different options or scenarios within easy to miss the quiet ones. One way to circumvent this is to ask questions and make eye contact. A A variant on this method is to use 4 hula hoops and pupil may become silent because of a hasty or have different scenarios or pieces of information in thoughtless comment or because someone else is the hoops, divide the group into four sub groups and dominating the conversation. Many then become ask them to go to each hoop in turn and discuss the embarrassed or insecure and don’t express their information within, ask them to make a decision as to opinion or values. It is important, therefore, to ask whether the information is true or false. For example, questions that do not single anyone out, but are one hoop could say alcohol is a stimulant, the other instead based on an assumption or opinion about alcohol is a depressant a third that it is a pain killer people’s behaviour. If a question is sensitive and (analgesic) and a fourth that it is hallucinogenic. no one dares to participate in the discussion, you The group can then sit in a circle and each sub can instead turn the question around. “Why do you group discusses what they thought and why. This think that it is difficult to discuss this issue?”, “Could activity can be used for different types of drinks and it be that people avoid difficult decisions because the number of units in them, or different laws, to of...?” discuss misconceptions and to build knowledge in a exploratory way.

Opposites Create a range of laminated cards featuring ‘opposites’, such as healthy and unhealthy, safe or unsafe, legal and illegal, high risk and low risk, true or false. Place them at opposite ends of the room. Prepare different statements to read out and ask students to stand where they think the correct answer is: they can stand in the middle of the room If they are unsure,

SIX ALCOHOL EDUCATION LESSON PLANS PAGE 7 or towards one end if they are inclined to think one Statements must be prepared before the lesson. Write thing or another. So for legal or Illegal you can read down statements for the students to take stances on out “Someone under 18 can ask a friend over 18 to buy and rearrange the room to give a clear space. For an alcohol on their behalf” or for high risk low risk.”Peter example of the hot seat show of hands methodology, has a bowl of pasta at home before heading off to his see the Crossing the circle, one of the icebreakers in classmates 18 birthday with two friends. They head off model lesson plan 1. to the party and have a couple of beers…” You can also build a story, according to your aims - How did they Conscience Alley get home? How many units did they drink? Did they This activity is suggested for young people aged 11 - eat? Did they stick together? Were parents there? Were 14 as older teenagers may find too many persuasive they of legal drinking age? What type of drinks did they answers to try a risk taking behaviour. choose? Did they break any laws? • Divide the group equally into two and ask the Ask the students to respond by moving to their chosen groups to face each other about a metre apart. One ‘opposite’ at relevant breaks in the story. (Was this side will be called greens and the opposite side reds. legal/illegal? Was this healthy/unhealthy, etc). You will • Ask for a volunteer to walk down the alley. need to adapt this activity according to the age and • Ask the volunteer to read out a prepared statement experience of the group. You can also ask students to such as “Aisha is at the party and an older boy offers come up with their own scenarios and rank them using her some vodka to put in her drink” or “Mike is in the ‘opposites cards’. the park with a group of friends and a friend’s older sister offers to buy some vodka for him to share if he Crossing the circle or show of hands gives her the money.” Crossing the circle or a show of hands are carried • Allow the groups five minutes to think about what out as follows: All participants stand in a circle. The advice they will give the volunteer. The greens supervisor reads out clear and simple statements and give reasons to refuse/resist and the reds give the the participants assess them. Those who agree with the reasons to say yes. statement or have experienced the question cross the • Ask the volunteer to walk down the alley, with a red circle. Those who do not agree or are uncertain of their or green alternating to give that character advice response remain in the same spot. Sometimes students as to the decision they should make. The volunteer can show a lack of interest and remain still. If you notice could hold a picture of the relevant character as this happening, you can change the statement to its they walk. opposite. Those who do not agree or are uncertain Hence, the greens might say, “Don’t do it, because change seats. The most important thing is that the you’re asking them to break the law”, or “Your parents supervisor provides clear instructions. would go crazy if they found out” and the reds might One of the advantages of ‘crossing the circle’ or ‘show say, “It will be really fun and you’ll look a loser if you of hands’ exercises is that participants must physically don’t join in,” or “Yeah, it’ll be much more fun if you do”. display their stance and position. It is not always This activity reflects the realistic peer pressure possible to justify or explain their answers, but they can that young people can face and offers an excellent at least show what they think. Taking a stance in front opportunity to talk about risk taking and how to plan of others is an important element in all democratic answers to resist peer pressure. The activity can be learning. followed up with small groups acting out role play The questions should be asked so quickly that the scenarios of different situations and how they would hierarchy of opinions does not have time to break resist in a proactive positive way. down personal standpoints. With this in mind, it could be a good idea to practice hot seat exercises now and The Talk About Alcohol Online Learning Zone then with ‘harmless’ questions. Eventually, you can talkaboutalcohol.com slow things down a bit and take time to discuss the Ask students to visit the personality quiz in our Online various standpoints. Developing rules is also important Learning Zone, talkaboutalcohol.com to work out in this exercise so that everyone dares to take a stance. what type of person they are - do they lead or follow Students should not be permitted to comment on the crowd, what would they do in certain situations? one another’s standpoints with boos or laughter. All There is also Test Your Knowledge where you can see participants must therefore ask permission from the how much students know - See what they score out supervisor to explain his or her standpoint. of 10 and identify what questions they are confused or unsure about and use this information to plan your lessons.

SIX ALCOHOL EDUCATION LESSON PLANS PAGE 8

MODEL LESSON PLAN 1 ASSESSING KNOWLEDGE: HOW MUCH DO YOU KNOW ABOUT ALCOHOL? This selection of activities is important to help assess the knowledge, experience and behaviour of your class when you introduce alcohol as a topic. The aim is to establish a better understanding of the students’ knowledge and attitudes towards alcohol before you start giving them information about units, guidelines and responsible drinking. The PowerPoint offers the facilitator a choice of activities in this lesson. Slides/activities can be taken out of the PowerPoint when the activities have been selected. AGE RANGE: 12-14 LESSON LENGTH: 50 minutes POWERPOINT LINK: alcoholeducationtrust.org/pilot_lp1_assessing_knowledge_final/

LEARNING OBJECTIVES: RESOURCES: • To explore the myths and facts around alcohol. For this lesson you will need: • To learn about the reasons why people choose to • Details of where students can go for support for drink or not. alcohol-related concerns both within school and locally. INTENDED LEARNING OUTCOMES: • An empty box for students to leave confidential • Students assess the reasons why people choose questions in (the ‘ask it basket’) see ‘Getting to drink or not. Started’. • Students are able to challenge myths about • Pens and post-it notes or scrap paper for students alcohol use amongst young people. to use during the activities. PREPARATION: Icebreaker See Getting started notes, and, on the AET website, Depending on which icebreaker activity is selected: Facts and figuresand Commonly asked questions. • For the 4 hoop activity, you will need 4 hoops and the statements written out in them (alcohol is a depressant, alcohol in a stimulant etc. See RESOURCES REFERENCED WITHIN THE PowerPoint). POWERPOINT: • For the crossing the circle or a show of hands activity, select the statements appropriate to the Talk About Alcohol - Fact or Fiction quiz age and ability of you class. (See guidance and talkaboutalcohol.com/fact-or-fiction/ suggested questions within the PowerPoint notes). Decision whether to drink or not • For the Fact or Fiction activity, the class will need alcoholeducationtrust.org/wp-content/ internet access. uploads/2014/11/Decisions-on-drinking-blank.pdf Activity 1 - The Decision on whether to drink or not Decision on whether to drink or not alcoholeducationtrust.org/wp-content/ • Print-outs of the “Decision on whether to drink or uploads/2014/11/Decisions-on-drinking.pdf not” – blank sheets and completed sheets. • Tailor the prompt questions on the PowerPoint How well do you know your age group? (questions) notes to be appropriate to the group. ( e.g. Would alcoholeducationtrust.org/wp-content/ young people give different reasons for drinking uploads/2014/11/Know-your-age-group.pdf than adults? Why do most under 15s choose not How well do you know your age group? (answers) to drink regularly? etc. (See PowerPoint notes). alcoholeducationtrust.org/wp-content/ • Post-it notes/ A4 sheets saying ‘High Risk’, uploads/2014/11/How-do-we-compare.pdf ‘Medium Risk’ and ‘Low Risk’ – These can be stuck Talk About Alcohol - Personality quiz on the wall or laid out at the front of the class talkaboutalcohol.com/personality-quiz/ when you get to this activity. • If possible, access to the talkaboutalcohol.com interactive learning zone to show students the personality zone.

ASSESSING KNOWLEDGE: HOW MUCH DO YOU KNOW ABOUT ALCOHOL PAGE 1 ICEBREAKER ACTIVITIES: (10 mins)

OPTION - Choose 1 ice breaker activity from: B) Four hoops • A) Cross the circle (default) • B) Four hoops • C) Talk About Alcohol: Fact or Fiction activity Using an ice breaker game or quick fire questions helps to overcome a reluctance to talk about attitudes to drinking. Almost all of us, even if we don’t drink, are aware of alcohol, and are affected by it in some way. Identify what issues students are confused or unsure about and use this information to plan your future This activity allows students to discuss lessons. misconceptions and build knowledge in an exploratory way. The learning outcome of the activity A) Crossing the circle or a show of hands is for students to realise that alcohol is a legal drug and is a depressant. See further information in the PowerPoint notes. If necessary, replace the questions on the slide with your own questions. Alternative statements could be different types of drinks and the number of units in them or different laws related to the sale and consumption of alcohol. See the guidance on page 7.

C) Talk About Alcohol: Fact or Fiction activity Read out the statements listed within the PowerPoint notes one at a time. Some questions should be paused at for responses such as naming five different types or brands of alcohol and adverts that may have been seen. You will need to tailor the questions according to the age and experience of the children. See the notes on page 8. The questions that give you a little information about the children’s use of alcohol should not be reacted to and the child not questioned. This activity helps to give you an idea of If you prefer and have access to the internet in class who is drinking/going to parties/ engaging in riskier you can ask students to spend some time on the fact behaviour in a non-judgemental and very quick fire or fiction activity of the talkaboutalcohol.com on line way. learning zone, (accessed via the Challenge zone). For younger children the activity shows they are Ask them to write down their scores and to feed aware of alcohol or are affected by it through their back on the answers they got right or wrong. This social lives, society and the media can then help you plan other lessons and activities. By the end of the statements most students will talkaboutalcohol.com/fact-or-fiction/ probably have moved at least once – most more than If you collect the scores, you can use this as a baseline that. activity to measure the children’s knowledge at outset Ask them what they think this game demonstrates - and then the repeat the process once the lessons are Namely, that alcohol is all around us in society, so it’s complete. important to understand alcohol’s impact and effects, whether someone chooses to drink or not.

ASSESSING KNOWLEDGE: HOW MUCH DO YOU KNOW ABOUT ALCOHOL PAGE 2 ACTIVITY 1: (20 mins) The Decision on whether to drink or not - Work- Use the completed answer sheet to stimulate further sheet discussions and to encourage students to think of the reasons why most teenagers choose not to drink. In turn, take reasons from the completed answer sheet for why people drink or use an example of a place where people drink and decide where these go on the risk scale and have a discussion as to why. e.g., drinking alcohol in the park with mates would be higher risk than at home with parents. Look at why most under-16s choose not to drink, the reasons why this might be and why adults and Working in small groups ask students to complete the teenagers tend to overestimate both the proportion blank sheet. of teenagers who are drinking and also the Encourage feedback and stimulate discussion using proportion of teenagers getting drunk – This is true your prepared prompt questions and suggestions on about smoking and trying drugs too. the Power Point. Give each group some post it notes to write their ACTIVITY 2: (10 mins) ideas on. Distribute the prompt questions, one to How well do you know your age group? each group, at the same time. As a class work through the social norms quiz allowing students to put their hands up to vote for each of the option and giving the answers after each question. This activity is intended to give an insight into the drinking habits of young people in the UK and how this compares to peers in other European countries.

Get students to think about how they would rank their reasons for choosing to drink into low, medium or high risk and why?

PLENARY: (5 mins) Briefly recap what has been covered in the lesson using the Learning Objectives Signpost students to staff in school and external Get each group to nominate a student to discuss/ agencies where they can go for additional support present their answers. around alcohol issues.

The Decision on whether to drink or not - Discussion Key points In 2018, 56% of 11 – 15 year-olds in the UK hadn’t tried alcohol – so don’t presume your students are all drinking. Gauge the knowledge and experience of your students and be careful not to let more experienced students dominate.

Only 14% of 11 year-olds have had a whole drink and 6% of 11-15 year-olds drink weekly (1% of 11 year-olds and 14% of 15 year-olds).

ASSESSING KNOWLEDGE: HOW MUCH DO YOU KNOW ABOUT ALCOHOL PAGE 3 Promote talkaboutalcohol.com as a source of further information, resources and activities.

ASSESSMENT FOR LEARNING: (5 mins)

Ask students to: • Give 2 reasons why some people might choose to drink and 2 reasons why young people choose not to drink. • Encourage some reflection on their peers’ behaviour towards alcohol with reference to the social norms. • How confident do they feel about discussing this with peers and family?

EXTENDED PROJECTS:

Direct students to the Interactive Learning Zone & the personality quiz to work out what type of person they are? A Leader or Follower? Find out what they might do in certain situations.

ASSESSING KNOWLEDGE: HOW MUCH DO YOU KNOW ABOUT ALCOHOL PAGE 5 MODEL LESSON PLAN 2 UNITS AND GUIDELINES This selection of activities is important to help students to understand that similar drinks can contain different concentrations of alcohol. The aim is to give them a better understanding of units and UK government guidelines for responsible drinking for adults. The session also outlines how the body processes alcohol and the effects it can have both physically and on behaviour and risk. The PowerPoint offers the facilitator a choice of activities in this lesson. Slides/activities can be taken out of the PowerPoint when the activities have been selected. AGE RANGE: 12-14 LESSON LENGTH: 50 mins POWERPOINT LINK: alcoholeducationtrust.org/pilot_lp2_units_and_guidlines_final/

LEARNING OBJECTIVES: PREPARATION: Students will See Getting started notes, and, on the AET website, • Learn about units of alcohol and how alcohol is Facts and figuresand Commonly asked questions. processed by the body RESOURCES: • Learn about the health and safety risks in binge • Details of where students can go for support for drinking alcohol-related concerns both within school and locally. INTENDED LEARNING OUTCOMES: • An empty box for students to leave confidential Students will be able to questions in (the ‘ask it basket’) see ‘Getting • Explain what a unit of alcohol is and identify the Started’. units in different drinks • Describe how adults can reduce the risks If doing Option A, you will need associated with alcohol • Empty bottles cans and containers of differing • Explain how alcohol can build up in the body and alcoholic drinks such as a can and bottle of beer, a how it is broken down spirits bottle, cider and wine • Assess the risks of binge drinking. • An empty measuring jug that can measure 25ml- 250ml • A bottle of squash (diluted) • A wine glass and glass for spirits RESOURCES REFERENCED WITHIN THE • Pens and scrap paper POWERPOINT: • Print outs of the ‘How many units’ blank How Many Units worksheets - blank and completed worksheet and one of the completed answer or Simplified version sheets, appropriate for your class. Talk About Alcohol - What is a unit and how much is too much? (accessed via the Fact Zone) The alcohol clock game . talkaboutalcohol.com/how-much-is-too-much/ You will need: Talk About Alcohol - Alcohol Clock (accessed via the 12 pieces of paper numbered 1- 12 representing the Challenge Zone) numbers on a clock face talkaboutalcohol.com/alcohol-clock/ If you play the version of this game with children Full guidance on the alcohol clock game standing around the clock, then you will need a alcoholeducationtrust.org/wp-content/ clear big space in the classroom. Alternatively, for uploads/2019/08/alcohol_clock_game.pdf smaller groups, you can do a table-top version of the game, but you will need counters or sweets such as jelly babies to use instead of the students physically standing up and representing units.

UNITS AND GUIDELINES PAGE 1 ICEBREAKER ACTIVITY: (5 mins) Work in pairs to complete a worksheet Quick fire questions - stand up sit down activity / show of hands.

Give out copies of the ‘How many units’ blank worksheets for each student. Once the task is completed hand out copies of the ACTIVITY 1: How many units? (20 mins) answer sheet. Choose to do either Option A - Whole class activity on If you have online access students might like to use how many units are in certain drinks, then working the drinkaware.co.uk/understand-your-drinking/ in pairs complete a worksheet OR Option B - use the unit-calculator interactive learning zone version. B) Interactive Learning zone A) - Whole class activity

Use the interactive learning zone version, talkabout It is best to have a set of empty cans and bottles and alcohol.com, to complete the ‘What is a unit and how glasses plus a jug of coloured squash to bring this much is too much?’ activity (accessed via the Fact activity to life. Hold up each container or glass and Zone - Units and Guidelines). ask the children to put their hands up and estimate This is an alternative way for the children to look at how many units are in each. how many units are in different drinks and what adult Take the opportunity to turn to the back label guidelines are. You could ask them to work in pairs or and show how it shows the number of units and small groups and to find out how many units are in alcoholic strength of each drink. You can ask a child different drinks. to come and pour what they think a unit of vodka is for example and demonstrate how it is usually Key points overestimated. • A larger volume doesn’t mean more units – a large can of beer at 3.5% has about the same amount of units (2) as a small bottle of beer e.g. Peroni or Corona at 5% • A bottle of wine can vary from 9 units at 11% to 11 units at 14% • A 125ml flute of champagne will have 1.5 units whereas a 250 ml glass of wine at 13% will contain 3 units • Ask the children to estimate a ‘shot’ or unit of spirits. Ask them how many are in a bottle – they are always shocked that a 75cl bottle will contain nearly 30 units, the same as 3 bottles of wine.

UNITS AND GUIDELINES PAGE 2 SECTION 2 UNITS AND GUIDELINES – RESPONSIBLE DRINKING

For both options, continue with the PowerPoint using the presenter notes.

Why do we have units and what are the weekly guidelines?

Stress that most adults who drink do so responsibly and find it a sociable and relaxing thing to do. Of the 75% of adults who drink alcohol in the UK, more than 80% (including 18 – 24 year olds) do so within the low risk guidelines of 14 units or less a week. If these approximately 7 drinks are spread over the week with one or two alcohol free days, then this fits in with a healthy diet and lifestyle. However, there are times when drinking any alcohol should be avoided. Follow bullets on the PowerPoint slide.

Highlight the short term risks of excess drinking, including a hangover, possible alcoholic poisoning, passing out and loss of memory, increased risk of unprotected sex and being vulnerable to injury or crime.

Prolonged abuse of alcohol causes many life threatening conditions including heart disease, haemorrhagic stroke, cancers of the liver, breast, mouth and throat, as well as cirrhosis of the liver.

Note • The guidelines do not apply to under 18s as young people’s liver and brains are not fully developed How is alcohol broken down in the body? and so alcohol has more of an effect. • Young people who drink regularly or get drunk before the age of 16 are at greater risk of having problems with drinking later in life. Short-term, they have an increased likelihood of accidents and anti-social behaviour or other risky behaviour such as unprotected sex, taking drugs and also of experiencing gambling-related harms.

UNITS AND GUIDELINES PAGE 3 SECTION 2 UNITS AND GUIDELINES – RESPONSIBLE DRINKING

ACTIVITY 2: The Alcohol Clock Game (15 Conclude this activity by running through the slide mins) on tips to stay safe for those who plan to drink

Choose to do either Option A - Group activity OR Discuss the concept of ‘pacing’ by alternating drinks Option B - use the version of the game online. with water or alcohol free alternatives, the importance of eating (as it helps slow alcohol metabolism) and that Option A) Group activity drinking on an empty stomach increases the rate that Divide the class into groups to plan an 18th Birthday alcohol is absorbed into the bloodstream. party. They should create a plan with the time next to Raise awareness of the alcohol content of different each activity. E.g. 7 - 8pm 4 friends get ready at Emma’s drinks and why to avoid mixing drinks . Mention the house and share a bottle of prosecco. dangers of drink spiking - there is more information on If possible, give them access to a unit calculator or unit our drink spiking sheet with additional information information. for teachers. Stress the importance of leaving their mobile on and to They should think about: call a parent or trusted adult if there are any problems. • Where they meet and get ready • How much and what they drink PLENARY: (5 mins) • When and what would they eat • How many people are involved • Where they go at what time • How they plan to get home.

Briefly recap what has been covered in the lesson using the Learning Objectives Signpost students to staff in school and external agencies where they can go for additional support Play the Alcohol Clock Game as a group: around alcohol issues. Layout the numbers of the clock and ask each group Promote talkaboutalcohol.com as a source of further to nominate a spokesperson for their scenario. Get all information, resources and activities. to estimate how many units are being consumed.

Option B) Online version In pairs or individually, have a go at the interactive virtual night club and see the effects of different drinks and activities and how the units add up!

UNITS AND GUIDELINES PAGE 4 SECTION 2 UNITS AND GUIDELINES – RESPONSIBLE DRINKING

ASSESSMENT FOR LEARNING: (5 mins)

Ask students to: • Give examples of different drinks and the approximate number of units in them. • Name 2 different drinks and their approximate alcoholic strength. • Give two examples of when adults shouldn’t drink • Say how long it takes for the liver to break down one unit of alcohol. • List 2 things to think about in order to stay safe, for those who choose to drink

EXTENDED PROJECTS:

If you haven’t used the online version of the alcohol clock game in class, show students the online version of the alcohol clock game. Encourage them to look at it as homework and to have a go at the interactive virtual night club to see how choosing different drinks and activities gives different outcomes! talkaboutalcohol.com/alcohol-clock/

UNITS AND GUIDELINES PAGE 5

MODEL LESSON PLAN 3 ALCOHOL AND ITS EFFECTS: PHYSICAL AND SOCIAL This selection of activities is important to help students to understand the effect alcohol has on the body, including the short term and long term physical effects and the social implications. It also explores the consequences of too much alcohol and how to make more responsible decisions. Using DVD clips and the interactive learning zone students will be able to discuss the possibilities of different outcomes. The PowerPoint offers the facilitator a choice of activities in this lesson. Slides/activities can be taken out of the PowerPoint when the activities have been selected. AGE RANGE: 12-14 LESSON LENGTH: 50 minutes POWERPOINT LINK: alcoholeducationtrust.org/pilot_lp3_alcohol_and_effects_final/

LEARNING OBJECTIVES: RESOURCES: • To learn about how alcohol affects the body. For this lesson you will need: • To explore the consequences of drinking to excess • Details of where students can go for support for for both the drinker and others around them. alcohol-related concerns both within school and locally. INTENDED LEARNING OUTCOMES: • An empty box for students to leave confidential questions in (the ‘ask it basket’) see ‘Getting Started’ Students will be able to chapter. • Explain the short and long-term effects of alcohol • Internet for the students to access the body zone of on bodily functions. talkaboutalcohol.com. (If you don’t have internet • Explain potential consequences of drinking to access, prior to the lesson, create print outs with excess for both the drinker and others around them. screenshots of each part of the body and the • Explain the responsibilities people have towards detailed information for students to work from). others when they choose to drink. • Pens • Blank versions of the body worksheet for students PREPARATION: to fill in or draw a body on a flip chart (with heart See Getting started notes, and, on the AET website, and liver etc.). Facts and figuresand Commonly asked questions. • Copies of the completed body sheet - either the full If you are choosing to use the Just a few drinks film, version or the more simple version. ensure that you can access the film clip either from the • If you choose to do the consequences activity, print DVD or online and that you have adobe flash player out the consequences - number of drinks sheet loaded. and the consequences grid. It is also great to have Make sure you have adobe flash player loaded to be actual empty cans/drinks to represent drinks – from able to watch the film via the link. attractive looking soft drinks to a messy group of empties representing 6+ drinks. • Printed or photocopied copies of ‘You, friends and strangers’ worksheet for students to complete in the small group activity.

ALCOHOL AND ITS EFFECTS: PHYSICAL AND SOCIAL PAGE 1 RESOURCES REFERENCED WITHIN THE POWERPOINT: Talk About Alcohol Interactive body (Accessed via Consequences the Body Zone) Number of drinks sheet talkaboutalcohol.com/interactive-body alcoholeducationtrust.org/wp-content/ uploads/2015/08/Number-of-drinks-sheet.pdf Body worksheets Consequences cards Blank version alcoholeducationtrust.org/wp-content/ alcoholeducationtrust.org/wp-content/ uploads/2015/08/grid.pdf uploads/2014/11/bodybws.pdf Completed detailed version Match the numbers game on TAA (Accessed via alcoholeducationtrust.org/wp-content/ the Challenge Zone) uploads/2014/11/bodyfws.pdf talkaboutalcohol.com/match-numbers/ Simple version You, friends and strangers worksheet alcoholeducationtrust.org/wp-content/ alcoholeducationtrust.org/wp-content/ uploads/2018/04/body_SEN.pdf uploads/2014/11/You-friends-and-strangers.pdf Anna – film clip and lesson plan Want to learn more youtube.com/watch?v=8QHWVJMx9MY talkaboutalcohol.com/body-zone-want-to-learn- alcoholeducationtrust.org/wp-content/ more/ uploads/2014/11/Anna-LPI.pdf

ACTIVITY 1 - ALCOHOL AND THE How too much alcohol affects the body PHYSICAL EFFECTS OF ALCOHOL: (15 • Handout the blank version of ‘How too much alcohol affects the body’ mins) • Students can work in pairs or small groups to complete the sheet, thinking about the short term and long term effects. They could use the interactive body to help them complete the sheet. • Allow students to compare their output with one of the completed sheets, most appropriate to the level of the class.

The Body Zone Using either the Body Zone of the Interactive Learning Zone (talkaboutalcohol.com), or the screenshots prepared earlier, allow students to explore what facts they already know and those they don’t about alcohol and health.

ALCOHOL AND ITS EFFECTS: PHYSICAL AND SOCIAL PAGE 2 What happens to alcohol in the body, short term and ACTIVITY 2 - THE CONSEQUENCES OF TOO long term? PowerPoint slides MUCH ALCOHOL (25 minutes) Proceed with the PowerPoint presentation covering OPTION - Choose either A) the “Just a Few Drinks” film what happens to alcohol in the body, short term and clip and discussion or B) the Match numbers activity long term, and highlight the circumstances in which adults should not drink at all using the presenter notes. A) “Just a Few Drinks” film clip, and discussion

Play the film clip up to 4:05 and then ask one half of the class to anticipate how the situation could end well, depending on the choices Anna makes. Ask the rest of the class to think about what less positive outcomes could happen. Complete the film clip* .

As a class go through the questions on the slide. Highlight in the discussion how being resilient and resisting peer pressure might affect the outcome. There are prompts on the lesson plan listed in the resources section. This is also an opportunity to discuss the implications of posting unsuitable and embarrassing things on social media. In groups, plan an alternative scenario where Anna uses strategies for resist peer pressure and enjoys herself without getting drunk. Each group can act or read out the scenario to the class. * An alternative would be to split the class in half before watching the full film clip. Ask one half to think about and write down what else could have happened, and how things could have been worse. Ask the rest of the class to think about and write down alternative decisions Anna could have made during the evening.

ALCOHOL AND ITS EFFECTS: PHYSICAL AND SOCIAL PAGE 3 B Match numbers activity PLENARY: (5 mins) Choose either option i) Interactive Learning Zone version ‘Match Numbers’ or option ii) the class-based activity. i) Interactive Learning Zone version ‘Match Numbers’

Briefly recap what has been covered in the lesson based on the Learning Objectives. Signpost students to staff in school and external agencies where they can go for additional support around alcohol issues. This short activity involves just 5 questions but makes students think about what is an appropriate amount Promote talkaboutalcohol.com as a source of further to drink to have an enjoyable time socialising and how information, resources and activities. much would lead to problems. ASSESSMENT FOR LEARNING: (5 mins) ii) Class based activity

Ask students to: (5 mins) As a class, match each consequence to the number • Explain 2 short term and 2 long term effects of too of drinks. Follow the questions on the slide and the much alcohol on the body? detailed explanation in the presenter notes. There are • State which organ breaks down alcohol in the body no right or wrong answers, but students should think • Name 2 possible risky consequences of drinking too about how more alcohol would affect outcomes more much alcohol. profoundly. As an alternative to the grid, you can use • Name 2 things you could do to help someone who empty bottles and cans to represent the number of has drunk too much alcohol. units - you can make non alcoholic alternatives look inviting and 6+ drinks look crushed and messy. EXTENDED PROJECTS: EXTENSION ACTIVITY: YOU FRIENDS AND STRANGERS (optional)

Go to the Interactive Learning Zone talkaboutalcohol. com - Complete the ‘Want to Learn More’ activity in the If you have time, Activity 1 and 2 of the worksheet “You, Body Zone. friends and stranger” can be completed in small groups. Make a poster showing the physical and social effects Use the questions on the slide to explore how harmful of drinking too much alcohol or design an online drinking affects more than just the drinker. campaign.

ALCOHOL AND ITS EFFECTS: PHYSICAL AND SOCIAL PAGE 4 MODEL LESSON PLAN 4 ALCOHOL AND THE LAW This selection of activities is important to help students to understand fully the laws relating to alcohol and the consequences of breaking these. The powerpoint offers the facilitator a choice of activities in this lesson. Slides/activities can be taken out of the powerpoint when the activities have been selected. AGE RANGE: 12-14 LESSON LENGTH: 50 mins POWERPOINT LINK: alcoholeducationtrust.org/pilot_lp4_alcohol_and_the_law_final/

LEARNING OBJECTIVES: PREPARATION: • To explore ways to resist alcohol use. See Getting started notes, and, on the AET website, • To learn about the laws relating to alcohol. Facts and figures and Commonly asked questions. Ensure that you can access the ‘Just a few drinks’ film INTENDED LEARNING OUTCOMES: clip either from the DVD or online (see “resources Students will be able to: referenced within the PowerPoint”). • Describe a strategy for avoiding alcohol use. Make sure you have adobe flash player loaded to be • Describe the laws relating to drinking and buying able to watch the film via the link. alcohol in pubs, bars and shops. Before watching the lesson, decide at which point you • Explain the laws around others supplying young want to pause the film in order to give the pupils the people with alcohol. opportunity to present their thoughts. • Explain why legality is not the only factor in decision- making. RESOURCES: For this lesson you will need: • Details of where students can go for support for RESOURCES REFERENCED WITHIN THE alcohol-related concerns both within school and POWERPOINT: locally. Alcohol and the law fact sheet - Full version • An empty box for students to leave confidential alcoholeducationtrust.org/wp-content/ questions in (the ‘ask it basket’) see ‘Getting uploads/2014/11/Alcohol-and-the-Law.pdf Started’ chapter. • For the ice-breaker activity and role play you Alcohol and the law fact sheet - Simple version will need a clear space for the students to move (pictorial) around freely. alcoholeducationtrust.org/wp-content/ For activity 1, uploads/2014/10/alclawsen.pdf • Download the Alcohol and the law fact sheet Worksheet 8 - You and the Law most appropriate for your group and make alcoholeducationtrust.org/wp-content/ enough copies to hand out for reference. uploads/2014/11/You-and-the-law.pdf For activity 2, Link to Alan’s story Just a few drinks DVD and • If you are choosing the Lesson plan option of the ‘You and the The film clip can be played from the DVD included in Law’ small group activity, our full resources pack or via photocopy enough copies youtube.com/watch?v=RHsUazl78MQ for each group. Lesson plan alcoholeducationtrust.org/wp-content/ The guidance booklet ‘Alcohol uploads/2014/11/Alan-LPI.pdf And You’ can be downloaded from the AET website or you can order hard copies from kate@ alcoholeducationtrust.org) or from our store.

ALCOHOL AND THE LAW PAGE 1 ICEBREAKER (10 mins) Conscience alley activity Follow the activity instruction on the PowerPoint notes, using either the suggested statements or your own as a stimulus. See also the guidance on page 8. This activity reflects the true peer pressure that young people can face and offers an excellent opportunity to talk about risk taking and planning answers to resist peer pressure. Use either the simple or full version of the Alcohol and the Law fact sheets to go through the legal restrictions on the purchase and consumption of alcohol.

Fudging activity

Practice ‘fudging’ - a way to resist peer pressure and to potentially avoid or removing someone from unsafe, In particular highlight these issues: risky situations, and therefore avoiding harm and in • Buying by proxy some cases, from breaking the law. • Drink Driving Ask the class to work in pairs or small groups to practice good ways of saying no thanks without feeling uncool. Ask pupils to act out examples at the front of the class. Depending on the scenarios that the students create, you could prompt them to think about the motivations as to why someone might offer young people alcohol. In this instance, how would choosing to drink affect their safety and decision making? Would the person choosing to drink be breaking the law?

ACTIVITY 1: (15 mins) What does the law say? Break into small groups for students to discuss and write down what they know about the law regarding the consumption, purchase and supply of alcohol. Allow each group to feedback to the whole class.

ALCOHOL AND THE LAW PAGE 2 ACTIVITY 2: (15 mins) Choose to do either option A) You and the Law Play the film clip up to the point identified in the small group activity or option B) Watch the lesson preparation. Divide the class into two groups DVD of Alan’s story and identify through group and then ask one half of the class to anticipate how the discussion what the laws that have been broken. situation could end well, depending on the choices Alan makes. Ask the rest of the class to think about what less Option A) You and the Law - small group activity positive outcomes could happen*. Highlight in the discussion how being resilient and resisting peer pressure might affect the outcome. There are prompts on the lesson plan listed in the resources section. In groups, plan an alternative scenario where Alan uses strategies for resist peer pressure and enjoys himself without getting drunk. Each group can act or read out the scenario to the class. Working in pairs, complete the first activity on the * An alternative would be to split the class in half worksheet. before watching the full film clip. Ask one half to think about and write down what else could have Discuss the answers to the questions as a class. happened, and how things could have been worse. Ask the rest of the class to think about and write down alternative decisions Alan could have made that would lead to a better outcome.

PLENARY: (5 mins)

In small groups, look at the two case studies on the You and the Law worksheet (activities two and three). Encourage students to work in groups that they feel comfortable in. Remind students of the ground rules. Be aware of any safeguarding issues or disclosure that might happen during these activities. Ask groups to feedback to whole class and discuss. Briefly recap what has been covered in the lesson using the Learning Objectives. Option B) Just a few drinks - Alan’s story Signpost students to staff in school and external agencies where they can go for additional support around alcohol issues. Promote talkaboutalcohol.com as a source of further information, resources and activities.

In Alan’s story the law is broken through buying alcohol by proxy, drinking in a public place and Alan risks getting a criminal record through being involved in a fight. Set the scene, the lads were skateboarding and having a good time. Then what happens?.. the class decides:

ALCOHOL AND THE LAW PAGE 3 ASSESSMENT FOR LEARNING (5 mins):

Ask students to: • Describe a strategy to use to resist peer pressure to drink alcohol” • Give reasons for why there are laws restricting the availability of alcohol to young people. • Give two examples of problems that can happen even if the law isn’t broken. • Explain what the law says relating to: o drinking alcohol in pubs and bars for minors o buying alcohol in shops and supermarkets on behalf of someone under the legal purchase age (18).

EXTENDED PROJECTS:

• Go to the Interactive Learning Zone talkaboutalcohol.com. Choose the ‘Alcohol and the Law’ activity within the Fact Zone to see how much you can remember. • Make a poster educating young people about alcohol and the law and bring in next time.

ALCOHOL AND THE LAW PAGE 4 MODEL LESSON PLAN 5 THE EFFECTS OF DRINKING TOO MUCH This selection of activities is important to help students to understand how much alcohol is too much and that the risks associated with drinking alcohol escalates with the quantity drunk. It also covers how drinking alcohol at different times and in different places can impact on these risks and behaviours.

AGE RANGE: 13-15 LESSON LENGTH: 50 minutes POWERPOINT LINK: alcoholeducationtrust.org/pilot_lp5_the_effects_of_drinking_too_much_final/

LEARNING OBJECTIVES: RESOURCES: • Explore possible reasons for drinking and their • Details of where students can go for support for associated risk alcohol-related concerns both within school and • Learn about the social norms for alcohol locally. consumption among young people in the UK • An empty box for students to leave confidential • Explore how decisions and behaviour affect risk questions in (the ‘ask it basket’) see ‘Getting • Revisit the laws around drinking and buying Started’ chapter. Blank sheet for the Diamond 9 alcohol. activity • Explore strategies for keeping safe when • Students will need pens and paper/post-it notes socialising, particularly when drinking and how to write down alternative endings (positive and and when to get help. negative) before watching the last 3 minutes of the film.

INTENDED LEARNING OUTCOMES: RESOURCES REFERENCED WITHIN THE Students will be able to: POWERPOINT: • Identify some reasons why people might choose A DVD of the clips comes with the full AET resource to drink alcohol and why some reason are pack or can be ordered separately via the store on associated with higher risk. alcoholeducationtrust.org or they can be accessed • Demonstrate knowledge of social norms relating online to alcohol consumption in young people in the Jordan - film clip and lesson plan UK. youtube.com/watch?v=EqSWXDUkl1s • Describe ways to reduce risk and stay safe when alcoholeducationtrust.org/wp-content/ socialising, particularly when drinking. uploads/2014/11/Jordan-LPI1.pdf • Describe the signs of alcohol dependency and Talk About Alcohol interactive activity - Just a few what to do in an emergency. drinks activity (accessed via the Challenge Zone) talkaboutalcohol.com/just-a-few-drinks/ PREPARATION: See Getting started notes, Facts and figuresand Commonly asked questions. Ensure that you can access the ‘Just a few drinks’ film clip either from the DVD or online. (See “resources referenced within the powerpoint”). Make sure you have adobe flash player loaded to be able to watch the film via the link. Read the lesson plan notes for the film clip. (See “resources referenced within the powerpoint”). Decide where to pause the film at a point before there are any negative outcomes e.g. (2.24), in order for the class to anticipate what might happen. (If preferred, you could play the whole clip and then let the class discuss what else might have happened).

THE EFFECTS OF DRINKING TOO MUCH PAGE 1 ICEBREAKER: (5 mins) Diamond 9 Activity

It is important to explore the social norms around young people and alcohol. The 4 quiz questions help In small groups, get the students to list 9 reasons why to correct any perception that the majority of young young people drink and to rank the reasons in order people are drinking regularly or heavily. The quiz also of risk (highest first) in a Diamond 9 shape. helps clarify what the facts are around the age when Next ask them to list 9 reasons why young people young people start to drink and where they get the don’t drink and to rank them in order of importance alcohol from. in the same manner. The quiz answers are 1) B, 2) B, 3) C, 4) E. Remember to ask students if they are surprised by ACTIVITY 1: SOCIAL NORMS QUIZ (5 mins) the answers and why ?

ACTIVITY 2: JUST A FEW DRINKS (20 mins) Play the film clip up to the point identified in the lesson preparation. Split the room in two and ask one half of the class to anticipate how the situation could end well, depending on the choices Jordan makes. Ask the rest to think about what less positive outcomes could happen. Have any laws been broken? What would be the physical effects and the social effects? After finishing the clip, discuss as a class the questions on the slide. Highlight in the discussion how being resilient and resisting peer pressure might affect the outcome. There are prompts on the lesson plan listed in the resources section.

Ask the class to identify four choices that could have made the situation safer at four specific time points.

THE EFFECTS OF DRINKING TOO MUCH PAGE 2 ACTIVITY 3: STAYING SAFE (10 mins)

PLENARY: (5 mins) In small groups or pairs consider - If someone is going out with a group of friends: • What things should they remember to help everyone stay safe? • What should they do before they go out? • What should they do in an emergency? Following this group work, supplement and re- enforce with the information on the following slides.

Briefly recap what has been covered in the lesson using the Learning Objectives Signpost students to staff in school and external agencies where they can go for additional support around alcohol issues. Promote talkaboutalcohol.com as a source of further information, resources and activities. ASSESSMENT FOR LEARNING: (5 mins)

Ask students to: • List 2 things to organise before going out, if someone is planning to drink • List two things that will help someone avoid drinking too much • Outline the key things to remember about keeping safe when out with friends. • Identify some of the signs of alcohol dependency.

THE EFFECTS OF DRINKING TOO MUCH PAGE 3 EXTENDED PROJECTS:

• Ask students to complete the “Just A Few Drinks” activity in the online learning zone of talkaboutalcohol.com • Try the quiz questions on their friends and family and see what answers they choose and why. Discuss the correct answers and explain what you’ve learnt today.

THE EFFECTS OF DRINKING TOO MUCH PAGE 4 MODEL LESSON PLAN 6 REFLECT & RECAP - STAYING SAFE AND AVOIDING RISK TAKING

This selection of activities is important to help students to recap and reflect on what has been learnt in previous lessons. There will be opportunity to check levels of knowledge and develop rehearsal strategies and skills for resisting the pressure they may find themselves in the future. This will help to evaluate knowledge and skills acquired on the topic of alcohol. The powerpoint offers the facilitator a choice of activities in this lesson. Slides/activities can be taken out of the powerpoint when the activities have been selected. AGE RANGE: 13-15 LESSON LENGTH: 50 mins POWERPOINT: alcoholeducationtrust.org/pilot_lp6_staying_safe_and_recap_final/

LEARNING OBJECTIVES: RESOURCES REFERENCED WITHIN THE • To revisit learning around alcohol and related risks. POWERPOINT: High risk/ Low risk cards INTENDED LEARNING OUTCOMES: alcoholeducationtrust.org/wp-content/ Students will uploads/2018/04/High-Risk-Low-Risk-cards.docx • Evidence learning around alcohol and related The emoji quiz – summary sheet risks. alcoholeducationtrust.org/emoji_true_or_false_ questions/ PREPARATION: The emoji quiz powerpoint See Getting started notes, and, on the AET website, alcoholeducationtrust.org/wp-content/ Facts and figuresand Commonly asked questions. uploads/2018/04/SA_Quiz.pptx For the opposites continuum icebreaker, prepare How much do you know? quiz some statements to read out. (See PowerPoint for alcoholeducationtrust.org/wp-content/ advice on creating the statements). uploads/2014/11/alcohol-quiz.ppt

RESOURCES: For this lesson you will need: • Details of where students can go for support for alcohol-related concerns both within school and locally. • An empty box for students to leave confidential questions in (the ‘ask it basket’) see ‘Getting Started’ chapter. For the opposites continuum, • Laminated cards featuring ‘opposites’, such as healthy and unhealthy, safe or unsafe, legal and illegal, high risk and low risk, true or false • Prepared statements to read out. (See further guidance on the powerpoint notes). • A big clear space.

If choosing the emoji quiz, • Prepared copies of the emoji quiz summary sheet or use the powerpoint version. Or, if choosing the ‘How much do you know?’ quiz • Use the powerpoint version.

REFLECT AND RECAP - STAYING SAFE AND AVOIDING RISK PAGE 1 ICEBREAKER: (10 mins) B) How much do you know? quiz Opposites Continuum

Work through the ‘How much do you know’ quiz This whole group activity considers various scenarios powerpoint. (The answers follow on from the 15 that might be high risk/low risk activities, safe/unsafe, questions). Students should give the answers. Leave healthy/unhealthy, etc. time for debate and discussion. Use the pre prepared laminated cards featuring ‘opposites’, such as healthy and unhealthy, safe or ACTIVITY 2: STAYING SAFE (30 mins) unsafe, legal and illegal, high risk and low risk, true or Design a campaign false. In small groups develop a campaign for their peers Place the cards at opposite ends of the room. Read around keeping safe on a night out with friends. Ideas out the prepared statements and ask students to for the campaign are on the powerpoint. stand where they think the correct answer is; they can Ask each group to present their campaign to the stand in the middle of the room if they are unsure. class. Discuss if it would work - Does it engage? See the guidance notes on page 7.

ACTIVITY 1: QUIZ (10 mins) Choose either the A) The Emoji Quiz or B) How Much Do You Know? Quiz.

A) Emoji Quiz Use the Emoji Quiz powerpoint for a whole class activity or use the summary sheet to work in pairs or small groups. For the latter, give one question to each pair/ group. Allow 3 minutes for them to discuss and then give their answers to the whole class/ group.

This activity could serve as an opportunity for a recorded assessment.

REFLECT AND RECAP - STAYING SAFE AND AVOIDING RISK PAGE 2 ACTIVITY 3: TEST KNOWLEDGE (optional) ASSESSMENT FOR LEARNING: (5 mins) Fact or Fiction? If you would like a direct comparison of knowledge from before and after these six lessons on alcohol, repeat the Fact or Fiction activity from lesson one, using the interactive online resource on the talkaboutalcohol.com online learning zone, (accessed via the Challenge zone).

Ask students to: • Name two ways in which you feel better equipped to stay safe if planning to drink. • Name two pieces of advice you could give someone who is drinking too much.

EXTENDED ACTIVITY:

Ask students to think about the campaign that you have designed in class and develop a plan to deliver this in school with their peers.

PLENARY: (5 mins) Briefly recap what has been covered in the lesson using the Learning Objectives Signpost students to staff in school and external agencies where they can go for additional support around alcohol issues. Promote talkaboutalcohol.com as a source of further information, resources and activities.

REFLECT AND RECAP - STAYING SAFE AND AVOIDING RISK PAGE 3 For more information on drinking guidelines you Our Online Learning Zone will find plenty of good advice via: talkaboutalcohol.com is designed Alcohol Education Trust to be used by young people in a alcoholeducationtrust.org/teacher-area/ classroom setting as part of PSHE lessons on alcohol. It is designed mainly for Key stage 3 and NHS live well - A website and information campaign complements the Talk About Alcohol teacher for consumers on responsible drinking coordinated workbook. by The Department of Health and the NHS. nhs.uk/Livewell/alcohol/Pages/Alcoholhome.aspx To order hard copies of our Just A Few Drinks DVD, copies of The Talk About Alcohol teacher Youth-friendly websites offering advice on workbook, our SEN scheme of work for children alcohol with moderate learning difficulties or for our Talk About Alcohol - talkaboutalcohol.com information leafletsAlcohol and you for older The Mix - themix.org.uk teenagers and Talking about alcohol for parents and carers, please visit alcoholeducationtrust.org Talk to Frank - talktofrank.com and click on store or email Rise above - riseabove.org.uk [email protected]

Regarding dependency and alcohol problems, the following sites could help: Action on Addiction brings help, hope and freedom to those living with addiction and those living with people who suffer problems of addiction. actiononaddiction.org.uk ADFAM provides information and advice for families of alcohol and drug users. The website has a list of local family support services. Sign up for our free half-termly newsletter at Tel: 0207 553 7640 alcoholeducationtrust.org/teacher-area/teacher- adfam.org.uk newsletter. Alateen is part of the Al-Anon fellowship and has Link to our bespoke advice for parents and been developed for young people, aged 12 to 20, newsletter via: alcoholeducationtrust.org/parent- who are affected by a problem drinker. area Tel: 0207 403 0888 For teacher training in our resources and parent al-anonuk.org.uk talks, please contact our regional representatives: Drinkline - If you’re worried about your own or For North England - someone else’s drinking, you can call this free [email protected] helpline, in complete confidence. They can put you in touch with your local alcohol advice centre for For Southwest England and the Midlands - help and advice. [email protected] Tel: 0300 123 1110 (weekdays 9am – 8pm, For Scotland - weekends 11am – 4pm). [email protected] We are with you provides treatment, help and For all other areas - advice about alcohol and drugs for young people [email protected] and adults. It manages more that 120 services in 80 locations in England and Scotland. Follow us on Twitter Tel: 0207 251 5860 @talkalcohol or wearewithyou.org.uk facebook.com/talkaboutalcohol