ࡱ>  U@ U,bjbj 3n #4$$$$$$$8:::8:l;l8&;hL>(t>t>t>I:&Y\]0$;Rb$_II__$$t>t>t υ2b2b2b_|$t>$t>2b_2b$2bVb. ]$$ rt>; @^:.`$d0ze Ra r88$$$$ r^$hvH2b___884aX884Road Safe Years 1113 Focus area 5 This section of the Road Safe programme contains one of the following focus areas for students at years 1113: Attitudes to drink-driving The consequences What the law says Pressure Thinking ahead Note: Research suggests that an effective programme should include learning experiences from each of the focus areas. Focus area 5: Thinking ahead Contents TOC \o "2-2" \h \z \t "Heading 1,1"   HYPERLINK \l "_Toc395266055" Focus area 5: Thinking ahead  PAGEREF _Toc395266055 \h 2  HYPERLINK \l "_Toc395266056" Explanation  PAGEREF _Toc395266056 \h 2  HYPERLINK \l "_Toc395266057" Curriculum links  PAGEREF _Toc395266057 \h 2  HYPERLINK \l "_Toc395266058" Resources  PAGEREF _Toc395266058 \h 2  HYPERLINK \l "_Toc395266059" Success criteria  PAGEREF _Toc395266059 \h 2  HYPERLINK \l "_Toc395266060" Learning experience 1: The party  PAGEREF _Toc395266060 \h 3  HYPERLINK \l "_Toc395266061" Learning intentions  PAGEREF _Toc395266061 \h 3  HYPERLINK \l "_Toc395266062" Teacher's notes  PAGEREF _Toc395266062 \h 3  HYPERLINK \l "_Toc395266063" Activities  PAGEREF _Toc395266063 \h 3  HYPERLINK \l "_Toc395266064" Learning experience 2: Students Against Dangerous Driving (SADD)  PAGEREF _Toc395266064 \h 4  HYPERLINK \l "_Toc395266065" Learning intention  PAGEREF _Toc395266065 \h 4  HYPERLINK \l "_Toc395266066" Teacher's note  PAGEREF _Toc395266066 \h 4  HYPERLINK \l "_Toc395266067" Activities  PAGEREF _Toc395266067 \h 4  HYPERLINK \l "_Toc395266068" Copysheet: Planning process  PAGEREF _Toc395266068 \h 5  Focus area 5: Thinking ahead Explanation In this focus area, students use a planning process to run a function as a responsible host. They become familiar with the aims of SADD (Students Against Dangerous Driving) and consider setting up a SADD group at their school, if there is not already one in existence. Curriculum links Key competencies: Managing self; Relating to others; Participating and contributing Learning area: Level 6 and level 7 Health and Physical Education Strand A: Safety management; Strand D: Community resources Resources Material on the drinking laws, for example on the YouthLaw website:  HYPERLINK "http://www.youthlaw.co.nz/information/driving/alcohol-and-driving/" www.youthlaw.co.nz/information/driving/alcohol-and-driving/ Copysheet: Planning process Success criteria At the end of this focus area students will be able to: list issues to consider when planning a fun, but safe party take action to promote the running a safe and fun parties and ensuring people get home safely become involved with the work of SADD (Students Against Dangerous Driving) in their school consider setting up a SADD group if one doesn't exist. Learning experience 1: The party Learning intentions By the end of this learning experience students will be able to list issues to consider when planning a fun, but safe party. Teacher's notes From 18 December 2013 it became illegal to supply alcohol to anyone under 18 without their parent's consent. See more detailed information about the new law at  HYPERLINK "http://www.alcohol.org.nz/cooldad" www.alcohol.org.nz/cooldad. Activities 1. Organising a fun but safe party Students in groups are going to take action to promote a fun and safe party where alcohol use is managed and drinking and driving is discouraged. The process is described in Copysheet: Planning process 2. Discussion Share the items developed in the previous activity. Ask students to discuss the following points: Do you think it really is possible to plan a party in this way? What have you learnt that can help you to do this? Learning experience 2: Students Against Dangerous Driving (SADD) Learning intention By the end of this learning experience students will be able to: become involved with the work of SADD (Students Against Dangerous Driving) in their school consider setting up a SADD group if one doesn't exist. Teacher's note Check students prior knowledge about SADD before this focus area, and find out whether or not there is a SADD group already operating at the school. Activities 1. SADD Invite a SADD representative from within the school, or from another school in the vicinity, to talk about SADD and answer students questions. Refer to the SADD website for more information:  HYPERLINK "http://www.sadd.org.nz/" www.sadd.org.nz/. Ask: How do members of this class feel about becoming involved in SADD? 2. SADD in our school If the school does not have SADD, refer students to the SADD website again. Ask: Do we want to set up SADD in our school? What is the process plan, design and implement SADD? What will we need to do this? Provide students with the opportunity to set up SADD in the school, if that is their choice. Copysheet: Planning process Organising a safe and fun party This planning process will guide students in taking action to promote a fun and safe party where alcohol use is managed and drinking and driving is discouraged. The following six-step planning process is based on the action competence learning model:  HYPERLINK "http://www.tki.org.nz/r/health/cia/make_meaning/teach_learnappr_proc_e.html" www.tki.org.nz/r/health/cia/make_meaning/teach_learnappr_proc_e.html Select learning experiences from each of the six steps. StepSample learning experiences to select from Gather dataStudents gather data and question personal assumptions. For example, students may: define what makes a fun party define what makes a safe party clarify reasons why students want to attend a fun and safe party define different types of abuse that may occur under the influence of alcohol identify the main risks of being in under the influence of alcohol and list them in order from the most dangerous/likely to the least dangerous/most unlikely establish a goal for the action that they will take for example, "A party where friends have a good time free from alcohol abuse and get home safely."Develop optionsStudents brainstorm a range of actions they can take. For example: to ensure their friends and family are safe at a party to ensure their friends and family can get home safely to influence their school (school culture) so alcohol abuse at parties of students does not occur and students can get home safely. Examples of actions may include (but are not limited to): writing articles in the school or local newspaper organising a fund-raiser such as a social event to raise donations for SADD or for a project of the school's SADD group preparing a travel service (non-drinking students, peers, adults that will drive others home) design a brochure or poster, write a short play or story, make a video or in some other way explore some of the issues associated with running a successful, but safe party. They should base their information on the FAQ for young adults on the Health Promotion Agency's 'Alcohol' website:  HYPERLINK "http://www.alcohol.org.nz/Cooldad-FAQs-Young-Adults" http://www.alcohol.org.nz/Cooldad-FAQs-Young-Adults. putting student work on YouTube setting up and using a free-form writing board for comments about alcohol abuse and or the dangers of driving drunkSelect optionsStudents compare the different options that are brainstormed by using different measures. For example, measures might consider which actions: are easiest to complete are the most effective are going to influence most people will have the most convincing message can be taken in the available timeframe can be taken with the available money. Students decide on: the action(s) that they will take to achieve their goal of a school culture so alcohol abuse at parties of students does not occur and students can get home safely how they will know whether the actions they will take have made a difference. Plan actionsStudents decide and record: how they will carry out the action what are the small steps/tasks that need to be taken who will do these steps/tasks when they will be done.Carry out actionsStudents carry out the steps/tasks stated in the plan. Reflect and transferStudents reflect on the action(s) they took and identify how well the action achieved its goal. For example, they could consider how well the action: encouraged people to think about safe and fun parties and safe journeys home after the party encouraged people to think critically about the culture of alcohol in New Zealand encouraged people to think critically about the desire to use alcohol as a means of altering behaviour encouraged people at a party to come forward and seek help when they realised the were not in a fit state to drive a car or are informed that they are not fit to drive. Students transfer the learning by identifying other issues that affect the safety of young people (for example, STI, sexual violence, theft) and what actions they can take to address these issues.     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" # $ % & ' ( ) * + , - . / 0 1 2 3 4 5 6 7 8 9 : ; < = > ? @ A B C D E F G H I J K L M N O P Q R S T U V W X Y Z [ \ Oh+'0  8 D P \hpx30 McMaster St0 M jane oughr aneaneNormalgtest1g22tMicrosoft Word 10.0@@iO&@.]<@h.>՜.+,D՜.+,L hp  ٴ?#{ 30 McMaster St Title 8@ _PID_HLINKSAdr&2c4http://www.alcohol.org.nz/Cooldad-FAQs-Young-AdultsUQ`Lhttp://www.tki.org.nz/r/health/cia/make_meaning/teach_learnappr_proc_e.html34]http://www.sadd.org.nz/\Z"http://www.alcohol.org.nz/cooldadtWChttp://www.youthlaw.co.nz/information/driving/alcohol-and-driving/0P_Toc3952660680J_Toc3952660670D_Toc3952660660>_Toc39526606508_Toc39526606402_Toc3952660630,_Toc3952660620&_Toc3952660610 _Toc3952660600_Toc3952660590_Toc3952660580_Toc3952660570_Toc3952660560_Toc395266055  !"#$%&'()*+,-./012345679:;<=>?@ACDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~    Root Entry F0!Data 81TableBoWordDocument3nSummaryInformation( DocumentSummaryInformation8CompObjj  FMicrosoft Word Document MSWordDocWord.Document.89q