Know Now Education | Drug & Alcohol Eductaion for Sydney School Kids
Title: Know Now Education | Drug & Alcohol Eductaion for Sydney School Kids
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Know Now Education | Drug & Alcohol Eductaion for Sydney School Kids Home About Us Programs Primary Secondary FAQs Staff Development Seminars From the Founder Contact Us Drug Education for the Sydney School Community About Us The largest issue facing young people is drug use. Despite significant efforts by various entities within society aiming to lower drug use, since the turn of the 21st century drug use has intensified and the drug market has diversified. Know Now Education deliver the strongest message for every area of drug use through the most well-researched and most engaging program, by educating young people and every key influence surrounding them including teachers, coaches, peers, and parents. Know Now Education specialises in educating the community on all issues related to drugs on a local, national and international level. After decades of monitoring, and over 100 years of drug regulation, the quantified and unquantified drain of licit and illicit drugs on society is astronomically high, particularly considering that problematic consequences arising from drug use are 100% preventable. Know Now Education looks at current and fluctuating drug trends, as well as educatory gaps which drive drug use. Seminars available to the community address geographic drug trends, and are tailored to the specific needs of the school or sporting body. Based on years of research, Know Now Education has developed the most innovative and influential drug education program by not only addressing the measurable costs of drug use such as the educatory, employment, economic, legal, and health implications, but also, the immeasurable costs such relationship failure and emotional suffering as well as harms which fly under the radar of data recordings, clinical diagnosis’ or documented treatment. Know Now Education Seminars: Primary School (Start Smart) – Students, Staff & Parents Secondary School (Stay Away) – Students, Staff & Parents School & teaching staff Sporting clubs – Coaches, trainers, and athletes Education/Community institutions & law enforcement Primary School – SMART START “Start Smart” covers all individual and communal issues related to alcohol and drug use including the health, legal, and societal breakdowns caused by substance use. Curriculum links prior to 2015 National curriculum Encourages an understanding and valuing of self and others Emphasises informed decision making leading to effective and responsible action Physical, social, cognitive and emotional growth and development patterns The development and maintenance of positive interpersonal relationships The factors influencing personal health choices V1 refers to a sense of their own worth and dignity; V2 respects the right of others to hold different values and attitudes from their own; V3 enjoys a sense of belonging; V4 increasingly accepts responsibility for personal and community health; Stage 3 Outcomes & Indicators: COS3.1 Communicates confidently in a variety of situations. Presents an opinion with confidence, e.g. the case for smoke-free zones Devises questions to analyse media messages, e.g. body shape, placement of tobacco products on television and in films Justifies why they refuse offers of cigarettes from friends and other peers DMS3.2 Makes informed decisions and accepts responsibility for consequences. Discriminates between a variety of products that are healthy and unhealthy, e.g. food, drinks Applies decision-making processes when choosing a recreational pursuit Evaluates personal decisions Accepts responsibility for their decisions Predicts the consequences of their choices, e.g. use of tobacco and alcohol, wearing headphones or texting when crossing the road INS3.3 Acts in ways that enhance the contribution of self and others in a range of cooperative situations. Clarifies opinions and attitudes towards drug use PSS3.5 Suggests, considers and selects appropriate alternatives when resolving problems. Devises strategies to reduce the negative impact of alcohol and tobacco on society GDS3.9 Explains and demonstrates strategies for dealing with life changes. Recognizes that many changes occur in a predictable sequence Recognizes a wide range of influences on personal identity, e.g. peers, media, cultural beliefs Describes aspects of social and emotional growth and development IRS3.11 Describes roles and responsibilities in developing and maintaining positive relationships. Analyses the effects of actions that enhance or disrupt relationships, e.g. peer influences, drug use, bullying, mediating, active listening, prejudice, violence PHS3.12 Explains the consequences of personal lifestyle choices. Discusses why people use different products Analyses personal food intake to identify the balance of choices made Identifies the positive and negative effects of various substances on the body, e.g. sunblock, alcohol, analgesics, tobacco, caffeine Identifies the effects of their decisions on themselves, others and the environment, e.g. smoking, recycling Makes judgments on the reliability of information from different sources, e.g. labels, websites, advertising, cigarette packets SLS3.13 Describes safe practices that are appropriate to a range of situations and environments. Devises strategies to respond to risky and dangerous situations, such as where people may be misusing drugs, discarded needles and syringes Identifies factors that may cause injury, e.g. when a driver is under the influence of alcohol, wearing headphones or using handheld devices as a pedestrian or cyclist Describes the consequences of accidents for the individual and the community Curriculum links to National Curriculum STAGE 3 Health & PE (Years 5-6): Personal, Social & Community Health Being Healthy, safe & Active 4.4 Evaluate the influence of emotional responses on behaviour and relationships; Analysing situations in which emotions can influence decision-making such as on a sporting field, peer group situations and family situations. 4.5 Examine the influences on individual health decisions and behaviours, and discuss strategies that support them to take action to enhance health, safety and physical activity levels; Describing the various factors that influence our health choices and behaviours such as peers, media, family and knowledge, and assessing how each of these factors can positively and negatively influence our choices in a range of situations (for example, when deciding what to eat, how to dress, what activities to participate in, and whether to take risks). Proposing strategies they can use to make healthy and safe decisions (for example, identifying the problem or decision they need to make, considering their options, predicting the consequences of each option, making a decision and acting on it, and evaluating/reflecting on the decision and what they might do differently next time). Critiquing images and messages in the media that portray what it means to be healthy and evaluating how these images can be interpreted (for example, images of sporting heroes, elite athletes, fashion models and celebrities endorsing certain foods, behaviours, and activities). 4.8 Recognise the influence of media and important people in the community on personal attitudes, beliefs, norms, and behaviours; Identifying different types of celebrities including sportspeople, singers, actors, and community group leaders, and describing the positive and negative qualities they project. Examining examples of how the media and role models use their power to influence ways people act and the choices they make in situations (for example, how to treat others, whether to take drugs, how to drive, how they feel about the way they look, and what food they should eat to be healthy). Contribute to healthy & active communities 4.10 Recognise and describe the role of preventive health in maintaining and promoting health and wellbeing for individuals and the community; Proposing actions and protective behaviour they can implement that promotes and protects their health (for example, wearing a helmet, swimming between the flags, wearing sunscreen and a hat, and not taking risks in a road or aquatic environment). Secondary School – STAY AWAY “Stay Away” interactively and engagingly covers all drivers and subsequent problems associated with drug and alcohol use individualistically and societally. Curriculum links prior to 2015 National curriculum Strand 1: Self and Relationships Outcome 5.1 A student analyses how they can support their own and others’ sense of self. The interdependence between a sense of self and health and wellbeing How a sense of self can impact on health and wellbeing How personal health can impact on one’s sense of self Outcome 5.3 A student analyses factors that contribute to positive, inclusive and satisfying relationships. Recognising and responding to abusive situations Recognising situations where abuse may occur Family violence Date violence Sexual harassment Impact of violence and abuse on the individual and relationships Practical personal safety strategies Planning for safety or seeking help Importance of support and updating adult support networks Strand 3: Individual and Community Health Outcome 5.6 A student analyses attitudes, behaviours and consequences related to health issues affecting young people. Drug use Effects on relationships Effects on community Marketing strategies and the media Influences on alcohol use and binge drinking Influences on cannabis use Polydrug use Other illicit drugs, e.g. opiates, hallucinogens, and psychostimulants Consequences of illicit and unsanctioned drug use Outcome 5.7 A student analyses influences on health decision-making and develops strategies to promote health and safe behaviours. Influences on health decision-making and risk behaviours Individual factors, e.g. values and attitudes Socio cultural factors, e.g. family, peers, gender, culture Political factors, e.g. laws and regulations Economic factors, e.g. personal and community Environmental factors, e.g. pollution, weather, built environment Empowering individuals and communities Individual action Developing personal skills, e.g. advocacy Outcome 5.8 A student critically analyses health information, products and services to promote health. The nature of health knowledge Changes in health knowledge and keeping Current Dealing with uncertainty Accessing accurate information Curriculum links to National Curriculum STAGE 5 Health & PE (Years 9-10): Personal, Social & Community Health Being Healthy, safe & Active 6.1 Analyse the factors that shape their sense of self and wellbeing, including personal attitudes and beliefs, family, peers, societal norms and expectations, the media and stereotypes; Examining societal norms, stereotypes and expectations communicated in the media, and how they might influence the way young people think about their bodies, their attitudes towards sexual health, the use of drugs and alcohol, and their level of risk- taking behaviour. Discussing the influences of socio-cultural factors on decisions and actions young people take in relation to their health, safety and wellbeing (for example, family’s belief and attitudes towards drug taking can influence an individual’s use, and access to health services can influence a young person’s capacity to be proactive about preventive health practices). Analysing the roles family, friends and community can play in supporting an individual’s sense of self, and proposing strategies they can use to enhance their own wellbeing and the wellbeing of their peers and family. 6.3 Examine the changes and transitions that they will go through as they grow older and apply and evaluate skills, strategies and resources they can access to manage these transitions; Practicing skills such as refusal skills, communicating choices, expressing opinions, and initiating contingency plans to deal effectively with challenging, difficult or unsafe situations they may encounter. 6.5 Plan, practice and prioritise responses to a range of situations where external influences may impact on their ability to make healthy, active and/or safe choices; Proposing strategies for celebrating safely (such as safe party planning, organising a designated driver or other options for getting home safely, looking out for friends, and refusal skills if offered alcohol or drugs or encouraged to participate in risky behaviour). Analysing a range of situations where their decision-making capacity may be influenced or compromised by external factors (such as alcohol, drugs, peer influence and advertising) and examining realistic actions they can take to protect their health and safety. Communicating and interacting for health & wellbeing 6.6 Explore the role that empathy, ethical decision-making and personal safety play in maintaining respectful relationships and enjoying participation in physical activity; Analysing a range of scenarios where empathy, ethical decision-making and personal safety must be applied to maintain respectful relationships (such as becoming sexual active, using alcohol or drugs, seeking help for others, and driving others home from a party). 6.9 Plan and rehearse responses to a range of situations where their own or others’ health, wellbeing and/or safety may be at risk; Selecting and practicing strategies that would be most effective in specific situations (such as avoidance of group violence, assertiveness in stopping a drunk friend from driving their car or in the situation of an unwanted sexual advance). Evaluating the effectiveness of strategies to maximise health, wellbeing and safety and proposing strategies that would work for them in a range of situations they may encounter (such as unwanted sexual advances, being offered drugs, getting into a car with a drunk or inexperienced driver, or experiencing cyber bullying). 6.9 Plan and rehearse responses to a range of situations where their own or others’ health, wellbeing and/or safety may be at risk; Selecting and practicing strategies that would be most effective in specific situations (such as avoidance of group violence, advances, being offered drugs, getting into a car with a drunk or inexperienced driver, or experiencing cyber bullying). Stage 6 Preliminary indicators – Outcomes Strand 1: Better Health for individuals: P1 Identifies and examines why individuals give different meanings to health. P2 Explains how a range of health behaviours affects an individual’s health. P3 Describes how an individual’s health is determined by a range of factors. P4 Evaluates aspects of health over which individuals can exert some control. P6 Proposes actions that can improve and maintain an individual’s health. Frequently Asked Questions Which areas do we cover? All areas in Sydney metropolitan area, including Wollongong, Blue Mountains and Central Coast. Schools outside the Sydney metropolitan area are still eligible for bookings – Contact Know Now Education for more details. What schools do we cover? All schools – Boys or girls & Co-educational Primary & Secondary All religions All sectors i.e. Public/Independent How long do our seminars go for? Start Smart seminars typically will run for 1 – 1.5 hours. Stay Away seminars typically will run 1.5 – 2 hours or 1-2 periods Times are flexible What age groups/years do the programs cover? Start Smart: Year 5-6 (Ages 10-12) Stay Away: Year 9+ (Ages 14+) What experience & Qualifications do educators hold? Educators hold minimum: University Bachelor Degree in Education and/or Health related discipline with extensive experience working with school kids and/or teaching experience. All educators hold Working With Children Checks (WWCC). How do our programs relate to the School curriculum? Programs for both Primary & Secondary schools address many areas of both the new Health and Physical Education (HPE) Australian curriculum and the old syllabus for Personal Development, Health & Physical Education (PDHPE). Seminars also address areas which are covered by welfare and pastoral care programs. What aspects of drug use do we cover? All areas, including but not limited to: School curriculums (both old/current & new Australian curriculum), as well as pastoral care/welfare programs. Real life situations Past, current and fluctuating drug trends Topical and controversial drug issues Specific age and geographic drug trends Individual school/student needs Educatory gaps The real drivers behind drug use and problems associated, and why drug use trends are unchanging. All issues associated with drug use: Legal, health, societal, economical and educational; Short and long term. Our seminars are based on the knowledge and experience of: Medical professionals Health & public health professionals Athletes Youth & social workers School teachers Drug addicts Law enforcement agencies Government departments What do schools need to do in preparation for seminars? Know Now Education supplies all equipment. Students can either be seated in chairs or on floor depending on amount of students. Access to a projector with supporting sound is preferred, but not essential. What substances do we cover? All illicit drugs including performance enhancing drugs and alcohol. Due to demand, the 2016 program will also look at tobacco and prescription drugs. Is Know Now Education affiliated with or supported by other bodies? No. We are a private and independent entity. Are we more aligned to abstinence or harm minimisation approach? We are predominately an abstinence program, however the program is moulded to fit specific school needs. Can seminars be booked outside school hours? Yes – contact Know Now Education for more details. Can seminars be booked if schools do not fit minimum/maximum requirements? Yes – contact Know Now Education for more details. Are our seminars ‘one-offs’? No. We strive to build a strong relationship with our schools. We educate and empower students, teachers and parents in all areas related to drug use. Various studies have proven that drug education programs display improved efficacy when the program provides a reinforced message over time. Staff Development Seminars The influence that teaching staff have over students is invaluable. In an average school week, teachers spend almost equal time with students as those students spend with parents. Primary school teachers spend on average approximately 1,200 hours per year teaching students, and Secondary school teachers spend on average approximately 1,300 hours per year teaching students. To enquire about staff development seminars, please send your enquiry to From the Founder My passion for addressing issues focused towards younger society is an ingrained trait. After witnessing the problematic, destructive and often devastating toll that drug use has taken on people within my own life, as well as the larger community, it became increasingly evident to me that current approaches towards lowering drug use, including education, have failed. Terms such as drug induced violence, alcohol fuelled violence and the ice epidemic are simple examples of how drugs are consistently destroying lives, despite billions of dollars lost every year fighting licit drugs problems and the illusive war on illegal drugs. Not a day goes by without drug use making an appearance in the media. Various compounding forces drive Australia’s continuing drug problem, of which currently are not being addressed. Annually, drug use generates both enormous quantifiable and unquantifiable costs to the community. Drug use is a public health problem and Australian society faces severe health and economic implications if this issue is not addressed correctly. Any loss as a result of drug use is 100% preventable. Thomas Reynolds BH, MPH Contact Us Contact us to find find out how Know Now Education can help you. General enquiries Program specific enquiries Keep up to date with us on Facebook Follow us on Facebook Independent Drug Education Australia - IDEA 7 days ago Step forward! ... See MoreSee Less Medicinal cannabis for some patients is now legal in NSW Doctors in NSW can now legally prescribe medicinal cannabis for chronic patients View on Facebook ·Share Independent Drug Education Australia - IDEA 2 weeks ago ... See MoreSee Less Three charged over $45m ice bust in Sydney A routine traffic stop has led to the seizure of nearly $45 million worth of ice and left a significant dent in a Sydney organised crime network. View on Facebook ·Share Independent Drug Education Australia - IDEA 2 weeks ago Although this is a news story, this issue has been a part of Russia and other Eastern European countries for many, many years. ... See MoreSee Less A two-month investigation commissioned by the World Anti-Doping Agency has uncovered evidence of 'state-directed, fail-safe' doping throughout Russian Olympic sport. Russia facing full expulsion from Rio Olympics after cover-up Video View on Facebook ·Share ? Copyright - Know Now Education Facebook Scroll to top Whois