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The main beneficiaries
The main beneficiaries are the young people themselves through improved health,
greater self-esteem, improved and more fulfilling relationships, developing
a greater sense of responsibility to the community, and greater knowledge
and understanding about drugs and their own attitudes and opinions. There
could also be the wider community benefits from reduced drug use. The programme
has been found to delay the initial onset of tobacco and illegal drug experimentation
which in turn can reduce the risk of escalation to problematic use of drugs
with all its associated problems such as crime and strains on the health
and social services.
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The initiative
Various interactive teaching methods are used to encourage active
learning and the pack includes comprehensive lesson plans, photocopiable
activity sheets, debates and discussions, structured games, spontaneous
and scripted role-play, and art activities. At the end of each lesson
it is suggested that a feedback discussion for reflection occurs. Activities
are conducted in large and small groups. Communication with parents
and carers is seen as vital both before and during the drug education
sessions. The Project Charlie pack contains seventy lessons in four
separate units:
Self Awareness - 26 lessons focusing on uniqueness, appreciating
similarities and differences between people, communication, the
importance of listening, building self-esteem, identifying 'put-downs'
and developing strategies for dealing with them, how to cope with
and respond to criticism, feelings, moods and stress.
Relationships - 20 lessons focusing on relationship
skills, communication skills, co-operation, qualities
of friendship, loyalty, stereotyping, discrimination
and prejudice, attention seeking, peer influence, sense
of identity, assertiveness
Decision Making - 10 lessons focusing on the development
of essential skills which enable children to make healthy
decisions and cope with negative peer pressure
Drugs Information - 14 lessons focusing on helping
young people explore their knowledge, understanding,
attitudes and values about drug use and misuse, providing
accurate factual information on different legal and illegal
drugs, exploring the consequences of using drugs and
short and long - term effects, understanding the role
of peer, society and media pressure.
The resource pack includes teachers notes which make recommendations on the
physical set up of the classroom, how to best create a climate of trust,
support and honesty, and how to deal with children's reactions to the programme,
e.g. children who feel it is an invasion of privacy or children who reveal
something extremely personal.
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The outcome
Artwork, written documentation in schools and the resource pack, newspaper
articles in The Halifax Courier (Spring 1999), The Times (Nov 24, 1999
and April 28 1998), video made by ITV news which appeared on TV.
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Evaluation and assessment opportunities
A pilot programme, trialled in Hackney, was examined by the Home Office.
This study, entitled A Follow-up Evaluation of Project Charlie by
Dr Jane Hurry and Charlie Lloyd (1995), concluded that children who took
part in the programme were less likely to have tried cigarettes or illegal
drugs by the age of 14 than children who had not. The findings from previous
research indicated that delayed onset of drug use can reduce the risk that
experimentation will escalate into drug abuse or proceed beyond occasional
use. In addition Project Charlie had a significant influence on
children's attitudes towards drugs. They became more negative towards drugs
which is considered important as such negative attitudes tends to result
in lower levels of experimentation. Evidence from the study suggests that
it is possible to influence young people's behaviour and attitudes at primary
school level.
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Challenges encountered
The usual difficulties of time pressure on the curriculum and teachers having
to squeeze PSHE/Citizenship into their timetables have been encountered.
In addition teachers sometimes feel they lack the expertise to teach life
skills and drugs education. Teachers individually overcome the timetabling
pressure by integrating PSHE/Citizenship into slots across the National
Curriculum. Teachers are more willing to take on this subject after INSET
either at their own school or at the Tower Hamlets Professional Development
Centre (PDC). Some schools have benefited through SRB funding from the
additional support of having a trained Project Charlie practitioner
deliver a number of sessions in the classroom throughout the school.
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Cross curricular links
In addition to fulfilling Citizenship and PSHE objectives this
initiative also addresses the Speaking and Listening elements of the
English curriculum and aspects of RE, science, art, design and technology,
IT, history and geography. It also addresses any area of the curriculum
in which pupils' skills related to decision making, forming positive
relationships, friendship, feelings, positive self esteem, risk taking,
challenging stereotypes and developing opinions and attitudes are taught.
The resource pack recommends a process of circle time for whole class
discussion and feedback at the end of sessions.
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Links with other schools, community groups
and organisations, local and national.
The initiative clearly links with the Healthy Schools Initiative and Youth
Service aims. Project Charlie can link together schools within a Single
Regeneration Budget (SRB) area. It can also contribute to a series of measures
taken in Educational Action Zones (EAZs) and the Excellence in Cities Learning
mentor scheme.
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Supporting resources
The main supporting resource is the comprehensive PSHE - Drugs Education
Pack with extensive teachers notes and activity details for the four units.
Copies can be ordered from Nancy Hobbs (see project contacts).
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Project contacts
Nancy Hobbs
102 Buckingham Road London N1 4JE
Tel/Fax: 020 7923 3199
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Key Stage 2 Citizenship and PSHE National
Curriculum relevance
Pupils should be taught:
- to talk and write about their opinions, and explain their
views, on issues that affect themselves and society (1a)
- to recognise their worth as individuals by identifying positive
things about themselves and their achievements… (1b)
- to recognise, as they approach puberty, how people's emotions
change at that time and how to deal with their feelings towards themselves,
their family and others in a positive way (1d)
- to research, discuss and debate topical issues, problems and events
(2a)
- to explore how the media present information (2k)
- what makes a healthy lifestyle, including the benefits of exercise
and healthy eating, what affects mental health, and how to make informed
choices (3a)
- which commonly available substances and drugs are legal and illegal,
their effects and risks (3d)
- to recognise the different risks in different situations and then
decide how to behave responsibly…(3e)
- that their actions affect themselves and others…(4a)
- to think about the lives of people living in other places and
times, and people with different values and customs (4b)
- to be aware of different types of relationship, including marriage
and those between friends and families, and to develop the skills
to be effective in relationships (4c)
- to recognise and challenge stereotypes (4e)
- to make real choices and decisions…about issues affecting their
health and well-being… (5d)
Key Stage 3 Citizenship National Curriculum relevance
Pupils should be taught:
- to think about topical, political, spiritual, moral, social and
cultural issues, problems and events by analysing information and
its sources (2a)
- to justify orally and in writing a personal opinion about such
issues, problems or events (2b)
- to contribute to group and exploratory class discussions, and
take part in debates (2c)
the significance of the media in society (1h)
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