CHAT Resources

Schools who join our CHAT initiative are given a range of resources to use when auditing, planning and implementing activities in their school to complete Bronze, Silver and Gold Targets. The templates, action plans, surveys and other support materials are easy-to-use and are designed so schools can use them as they are or adapt them to meet their context and needs.


The CHAT resource provides information, templates, action plans and other support materials that will assist schools who are implementing a whole-school approach in resilience, drug and road safety education.



The following materials are part of this resource:

CHAT Survey - Parents

CHAT Survey 3-6

CHAT Survey 7-10

Action Plan Curriculum (drug education)

Action Plan Curriculum (road safety education)

Action Plan Ethos and Environment (drug education)

Action Plan Ethos and Environment (road safety education)

Action Plan Parents and Community (drug education)

Action Plan Parents and Community (road safety education)


CHAT Audit Tool

The CHAT Audit is an online tool for CHAT schools only. CHAT schools will be sent a user name and password to access the audit tool when they sign the CHAT Agreement to become a CHAT school. The audit tool has been develop for CHAT schools to identify what  the school is currently doing well and any gaps or areas for development in order to achieve a whole school approach in resilience, drug and road safety education. The audit is divided into the three key components of the HPS Framework – Ethos and Environment, Curriculum, and Parents and Community.


CHAT Model


The CHAT process prompts schools to assess what they are already doing, acknowledges and celebrates current success and empowers the school community to build on existing best practice.

At the heart of the 10-step CHAT process schools identify their needs, develop actions and implement changes to ensure they are relevant and grounded in the ethos of the school and the needs of the local community. The 10 steps are based on a dynamic action planning process that can take several years to progress with the possibility to achieve three levels (Bronze, Silver and Gold). 

 

CHAT Levels

All schools start the process at Bronze level, setting a CHAT target for each area of the CHAT Model. Some targets will take longer to implement than others and it is anticipated that each level will require at least one academic year to complete. When the Bronze targets have been met, the school will re-audit and move to Silver level, setting a further three targets. At Gold level, schools will extend into new initiatives and consolidate those that are working, as well as meeting specific criteria identified with SDERA as necessary to meet this level and to assist them to sustain their efforts. 

 

Consultancy Support

CHAT provides support for schools through:

  • one-to-one consultation and ongoing relationship with specific SDERA Consultants
  • guided use of SDERA resources
  • discussion of relevant pathways to access additional professional learning
  • supported use of the CHAT Guide and the Getting it Together resources to develop the central structure of a whole-school approach – School Drug Education Guidelines and/or School Road Safety Education Guidelines. 

 

This support comes with the opportunity for schools to apply for up to $5 000 funding which can be used in a number of ways depending on the school’s needs and intentions. These include:

  • covering teacher relief days when staff are released from classrooms to develop scope and sequence plans, and School Drug Education Guidelines and/or School Road Safety Education Guidelines
  • purchasing of SDERA resources, other relevant resources and developing their own resources
  • supporting production of student developed resources
  • developing and running activities and events to engage parents and link with relevant community based agencies.

One of the real strengths of CHAT so far has been to provide schools with opportunities to collaborate with other schools to pool resources, ideas and strategies as well as exploring the enablers and barriers to achieving a whole-school approach together.

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