Beacon Schools Project - Planning Guide Level 7

Beacon Teachers: Karalee Green, Maryanne McAllum, Maureen Martyn, Tricia Robertson, Anne Grimmer, Dianne
Stewart, Jacqui Symes, Roz White, Debbie McDonald, Rosie Brodie, Vanda McKerchar, Sue Harlow
Professional Leader: Gillian Tasker

Unit of Work: Alcohol Use in New Zealand

Links to Achievement Standards: These activities will help prepare students for assessment
against AS 90326 Health 2.1 Examine an adolescent health issue. They will also help prepare
students for assessment against: AS90327 Health 2.2 Examine aspects of Mental health and
AS90328 Health 2.3 Develop, describe and implement a plan of action to enhance hauora/well-
being, if student alcohol use is used as an issue to take action on.

Links to Unit Standards: These activities will help prepare students for assessment against: Health
Education 14260 Level 1 Demonstrate knowledge and skills to make safe choices in situations
involving alcohol, Health Education 14263 Level 2 Explore issues related to alcohol and driving
and Health Education 14264 Level 3 Examine societal issues related to alcohol

Notes to the Teacher

This unit is based on activities within the resource Social Issues – Alcohol: A resource for health
teachers of years 12 & 13 students (2002) which has been developed specifically to meet the needs
of teachers working at Levels 7 & 8 of the curriculum. Use and misuse of drugs other than alcohol
will arise throughout the use of this resource. Processes outlined in the resource can be used to
address these, and students can be encouraged to research other drugs. Professional development
opportunities are available for this resource in all regions of New Zealand. Regional contacts for
this professional development can be found in the Beacon Project introductory section.

A safe supportive learning environment will be important since alcohol is such an integral part of
many New Zealanders’ lives. Issues raised in class could have emotional significance for some
students. For example, care should especially be taken with the story telling activities in Theme
Two.

It is important for teachers to ensure students know what the intended learning outcomes for each
lesson are so they have a clear understanding of the intended learning to be achieved through the
learning opportunities provided. Making links to previous lessons, and enabling students to see
where the lesson is heading assists them to have a clear sense of purpose thus enhancing
involvement in activities.

It is assumed that the achievement standards will be used for summative assessment for
qualification purposes. Possible formative assessment opportunities will be provided through
classroom observation and in the form of “learning journal” entries. To enable maximum
participation in student-centred, interactive classroom learning approaches, learning journal entries
are designed to be used as homework sheets rather within the body of the lesson since they provide
opportunities for students to engage in reflection, consolidate learning and apply understanding to
other situations. They also provide teachers with opportunities to give feedback and feed-forward
to students in relation to their progress towards meeting the intended learning outcomes.

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 Round table discussion
A useful collaborative strategy teachers can use for giving feedback, when appropriate, is a ‘round
table' discussion. The class forms a circle and students share their responses to the learning
journal questions. They are encouraged by the teacher to give each other feedback. The teacher’s
role is largely facilitation, adding comments only when student interaction needs guidance or
further information. Students can amend their learning journal entries as a result of the process.
Students can then be involved in deciding what needs to happen next to extend their learning in
this context i.e. feed-forward.

The learning journal entries are examples only, and teachers should adapt or extend these to meet
the learning needs of their students.

To assist students in self assessment of their progress towards meeting the intended learning
outcomes, criteria for success are identified for each learning journal entry. These indicate to
students what learning they are required to demonstrate in their responses. Once again, this should
assist in making expectations of learning necessary for achievement at this level, transparent for
students.

Links to the Curriculum

Key Area of Learning: Mental health
Underlying Concepts: Hauora: This unit of work examines the effects of alcohol on individuals
and groups in society from a holistic perspective i.e. physical, social, mental and emotional and
spiritual dimensions are all considered.
Health Promotion: Students are encouraged to take action through
advocacy in relation to health harming factors in society and on behalf of groups affected by alcohol
misuse; and to participate in alcohol related health promotion action within their school community.
Socio-ecological perspective: Students examine the determinants of
alcohol use for particular groups within New Zealand society and examine historical perspectives of
alcohol use in New Zealand.
Attitudes and Values: Through examination of the determinants of alcohol
use students identify relevant social justice issues and develop care and concern for others affected
by the misuse of alcohol. They identify their own attitudes and values in relation to alcohol and are
encouraged to adopt a positive regard for their own well-being in relation to alcohol use.

Recommended Resources
• Alcohol Advisory Council & Ministry of Health, 2001. National Alcohol Strategy2000-2003,
Ministry of health, Wellington.
• Alcohol Advisory Council (ALAC), 2002. Planning Parties: A resource for those
working with students organising safe afterball parties.
• Habgood R., Casswell S., Pledger M. & Bhatta K., 2001. Drinking in New Zealand: National
surveys comparison, 1995 & 2000. Alcohol Public research unit, University of Auckland.
• Field, M., & Casswell, S. 1999. Drug Use in New Zealand: Comparison surveys, 1990 & 1998.
Health Research Council of New Zealand & Alcohol Advisory Council of New Zealand.
• www.alcohol.org.nz
• www.urge.co.nz
• Social determinants of health: the solid facts – accessible from web-sites
http://www.who.dk/healthy%2cities/st.htm, or http://www.who.dk/document/e59555.pfd (World
Health Organisation, 1998). A summary of this information is also found on pgs…. of this
resource.

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• Tasker G. & Hipkins, R. 2002. Social Issues-Alcohol: a resource for health education teachers of
years 12 and 13 students. Christchurch College of Education.
• Tasker G. (Ed), 1998. Caring for you self and others; An alcohol education resource for
secondary students. Christchurch College of Education, Christchurch, NZ.
• Ministry of Education, 1994. Taking action: Life skills in health education. Ministry of
Education, Wellington, New Zealand.
• Videos such as “True life stories” from Communicado, Auckland;
• “Drinking for two’ from ALAC:
• “Gene in a Bottle”, TV 3 Documentary August 8th, 2002.
• Local Police Education Officer may be a useful guest.

It is recommended that teachers subscribe to the New Zealand Drug Foundation newsletters and
also be on the mailing list for ALAC newsletters. The “Listener” often includes useful and topical
health related articles related to alcohol and other drugs.

Prior Learning
It is assumed that students will have experienced comprehensive learning opportunities in alcohol
and other drug education during their health education programme in years 9 – 11.

Students will need to have participated in Activities 5A, 5B & 5C, Theme One, focusing on the
‘Determinants of Health’ from the resource Social Issues – Alcohol: A resource for health teachers
of years 12 & 13 students (2002) early on in the year.

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Unit Plan: Alcohol Use in New Zealand
AO Intended Learning Processes/Activities/Strategies Assessment Opportunities
& Outcomes
Level
6A1 Students will clarify Select activities for revision from Caring for yourself & Others, e.g. Diagnostic assessment
their existing ideas of Activity 7 Volume 1; and Activities 1- 4 Volume 2 (clarifying existing ideas)
the effects of alcohol on Classroom observation
Hauora Completion of Learning Journal 1
7A1, Students will examine Engage students in critical thinking about commonly held Formative assessment
7A4 their own and others’ assumptions about alcohol use in New Zealand society Observation of continuum Activity 1
& assumptions about • Theme Three Social issues – Alcohol, Activity 1(continuum pg 51) Theme 3.
7C2 drinking patterns across or Activity 2 (Neutral chair debate p56) Completion of Learning Journal 2
the life span in • Theme One Social issues – Alcohol, Activity 1 (Alcohol use at
contemporary New different stages pg 16) and Activity 2 (Assumptions we make pg 18)
Zealand society
7A3, Students will analyse Students focus on adolescents as a ‘high risk’ group in relation to Formative assessment
7A4, the relationship alcohol use and research which determinants of health are influential Students report back to the class on their
7C2, between key in their alcohol misuse. They explore ways harm could be minimised advocacy letter.
7D1, determinants of health and engage in some form of advocacy to address this. Learning Journal 3
7D2 and the drinking • Theme One Social Issues- Alcohol Activity 3 (Consumption and Learning Journal 4
& patterns of an identified consequences pg 22),
7D3 high risk group in NZ • Theme One Social Issues- Alcohol Activity 5D (Risk factors
society influencing the misuse of alcohol pg 39), with a focus on adolescents
(Note: this activity can be used at level 8 with groups in NZ other
than adolescents)
7C2 Students will analyse Story telling is used as a way of enabling students to develop Formative assessment
how the beliefs, understanding of, and empathy for, the complexity of people’s lives Completion of Learning Journal 5.
attitudes and in relation to drug misuse. Other peoples’ stories are examined first
experiences of others and then students’ are encouraged to tell their own in order to think
and themselves have critically about choices and decisions and the consequences of these.
shaped choices, and the • Theme Two, Social issues- Alcohol
consequences of these Activity 1 (Some personal stories. pg 41), Activity 2 (Stories from
in relation to alcohol. other perspectives pg 44) and Activity 3 (Telling our own stories pg
46).

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7A3 Students will examine • Pgs 94 –102, Taking Action: life skills in health education. Completion of Learning Journal 6
& decision making about Activities examine what influences our decisions, understanding the
7C3 alcohol use that decision–making process (revision), choices and consequences in
enhance well-being. relation to decision-making.
7D1 Students will critically Students examine past and present advertisements and analyse these Formative Assessment
& examine how in relation to legal Advertising Codes. Completion of Learning Journal 7.
7D3 advertising practices • Activity 15 pg 40 Caring for ourselves and others Volume 2.
and legislation are • Theme Four: Alcohol advertising, Social Issues- Alcohol Activity 1
related to the promotion (From then to now pg 58).
of safe and healthy
communities.

7A3, Students will devise, Students will actively engage in a health promotion activity, Summative Assessment
7D2, implement and evaluate identified by them, to contribute to creating a safer community. The Activities will help prepare students for
& a strategy to encourage community may be within their school focusing on some part of the assessment against achievement standard
8D3 the safe use of alcohol student population, or within the wider community. Select from AS90326 Health 2.1 Examine and
by a targeted group in activities 1–4, Theme Five, Social Issues Alcohol, ensuring that an adolescent health issue
their community. evaluation is included.
Summative Assessment
Activities will help prepare students for
assessment against achievement standard
AS90328 Health 2.3 Develop, describe
and implement a plan of action to enhance
hauora/well-being

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Learning Journal 1: The Effects Of Alcohol on Hauora

Success Criteria:
• Students can identify personal, interpersonal and societal effects of alcohol on each dimension
of Hauora.

Tinana Hinengaro
Short term Short term
1. 1.

2. 2.

3. 3.

Long term Long term

1. 1.

2. 2.

3. 3.

Wairua Whanau
Short term Short term
1. 1.

2. 2.

3. 3.

Long term Long term

1. 1.

2. 2.

3. 3.

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Learning Journal 2: Challenging Myths and Assumptions about Alcohol

Success Criteria:
• Students can identify some commonly held assumptions about alcohol in New Zealand society.
• Students will be able to analyse who benefits from this assumption and who is disadvantaged.

Task:
Describe three commonly held assumptions and analyse these using the questions asked.

Assumption 1 (describe)

Who benefits from this assumption? (give reason/s)

Who is disadvantaged by this assumption? (give reason/s)

My opinion about this assumption is:

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Learning Journal 3: Consumption and Consequences

Success criteria:
• Students can use data to explain adolescent drinking patterns and the possible consequences of
these
• Students can explain factors (determinants of health) that influence ‘high risk’ adolescent drinking
patterns

Task 1:
Using the information/data provided in class about adolescent drinking patterns in New Zealand,
describe 3 changes that have occurred in these patterns since 1995, and their possible consequences.

Change Possible Consequences

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Learning Journal 3: Contd.

Task 2:
Explain the relationships between at least 6 relevant determinants of health and high-risk adolescent
drinking behaviour. (Two examples have been provided.)

Determinant Behaviour Possible Consequence

e.g. social gradient
(economic)

Belongs to a large Drinks regularly to escape reality Ill effects on all aspects of
family with no-one Hauora. Chances of gaining
employed qualifications for future
employment reduced
e.g work

In a lot of trouble at Drinks to overcome dissatisfaction, Work deteriorates further

school – has no after or a sense of failure (spiral down effect)
school employment

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Learning Journal 4: Advocacy to Reduce Harmful Patterns of High Risk Drinking amongst
Adolescents

Success Criteria:
• Students can write a letter to an appropriate group or person, asking for assistance to reduce the
misuse of alcohol by adolescents.

Task:
Write a letter to a person or group who you consider could influence adolescent drinking patterns
outlining:

• what you see as the problems of adolescent drinking;

• what contributes to, or causes these problems;

• changes you believe need to occur to improve the well-being of adolescents;

• how you think this person or group can assist the changes.

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Learning Journal 5: Storytelling

Success Criteria:
• Students can analyse a story to identify influencing factors and consequences of misuse of alcohol.

Task:
Select a story about an adolescent’s use of alcohol, and identify and comment on:

• the beliefs, attitudes and experiences that shaped/ influenced their behaviour in relation to alcohol;

• the consequences of this misuse of alcohol on their well-being;

• the learning for you from this story.

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Learning Journal 6: Decision Making in Relation to Alcohol Use.

Success Criteria:
• Students can identify influences on their personal decision making in relation to use or non-use of
alcohol

Task:
Complete the following chart in relation to your choices to drink, or not to drink alcohol.

Who or what Explanation

influences me

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Learning Journal 7: Alcohol Advertising and the Advertising Codes of Practice

Success criteria:
• Students can analyse the messages conveyed by alcohol advertisements
• Students can demonstrate understanding of how the Advertising Codes of Practice apply to alcohol advertising

Task 1:
Choose 2 advertisements for alcohol from radio, TV or the print media and answer the following questions.

Advertisement 1 Advertisement 2
Product: Product:
• What images of men are portrayed?

• What images of women are portrayed?

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• Does the advertisement imply a change in feelings as a result of using alcohol? Explain.

• Is any social or sexual success implied? How?

• Is the advertisement making any links to New Zealand culture or traditions? If so, how does this reinforce existing cultural
expectations?

• Do these advertisements meet the current Advertising Codes of Practice?

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Learning Journal 7: Contd.

Task 2:
Design an advertisement targeting 18 –20 year olds, that meets the advertising codes and that
contains health-enhancing messages in relation to alcohol use.

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