The Currency Lads and Lasses were the historical children of prisoners, and like their present day counterparts were also expected to follow in their parents' footsteps. The fact is that they didn't: they came out remarkably well.

"Currency Kids" is a programme designed for use in schools in response to requests from school staff for a therapeutic programme for schoolchildren who have been affected by the imprisonment of a parent. Having a presence in schools has proven extremely valuable. Students often tell the group leader about having a parent in prison, and in one school, students who weren't even in the programme would seek the opportunity to talk about their own experience.

The programme has been carefully developed in a way that educates young people about some of the facts about parental imprisonment but still allows young people to maintain privacy and confidentiality. It has also been designed to make it as easy as possible for a school to take on the programme, and fits into the school curriculum.

"Currency Kids" school program:

• responds to the needs of a greater number of children affected by the imprisonment of a parent
• challenges the belief that children of incarcerated parents will also end up in prison
• instills in students a belief that they can have a successful future regardless of their upbringing
• provides the Department of Education with a therapeutic program that they can offer to children of affected parents.

Who is eligible to attend "Currency Kids"?

Children who have been identified by their school as children who would benefit by doing the "Currency Kids" program. Schools are asked to give top priority to children who are directly affected by the imprisonment of a parent.

The program is run separately for two age groups: in primary schools, Years 5 and 6 (10-12 yrs) and high school Years 7 and 8 (12-14 yrs). The programme runs for 6 weeks for approximately one hour a week and the group size is between 4 and 8 students.

The criteria for selection are very simple. Top priority is given to students already known to have a parent in prison; next priority to their immediate peers; thence to students that school staff believes will find benefit. Schools in the Campbelltown region and in the far western suburbs (Blacktown to St Marys) are prioritised for this programme. 129 students have already completed this programme in 15 courses.

The "Currency Kids" schedule

"Currency Kids" shows that Australia has always had children of prisoners, and that historically in Australia they came out pretty well. In the first session, it describes the Currency Lads and Lasses, the historical children of prisoners, who like their present day counterparts were expected to follow in their parents' footsteps. The fact is that they didn't – they came out remarkably well. They were quite moral and very loyal; had a deep love for this land and this people (and would happily fight anyone who didn't see Australia as the greatest place on earth) and were fanatical about being free. In the end they were able to earn the respect of those in authority, despite having a deep mistrust for them. (They also loved to beat the Poms at cricket.)

In the 2nd week, "Currency Kids" presents the Aboriginal people in a positive light. There is a very strong belief among Aboriginal people that prison time is inevitable, a fact of life and part of growing up. The main emphasis of the session on Aboriginal people is to highlight the traditional role of "loving their land and their people". This characteristic was shown in the way they related to the Currency Lads: of the 958 children born in the colony in the first 12 years, approximately 400 were completely neglected by their convict parents. The only other adults around were the Aboriginal people. It's interesting to note that the Currency Lads were quite passionate about being identified as natives – the Aboriginal people were their people.

Week 3 looks at freedom, one of the characteristics of the Currency Kids. They were so fanatical about being free that they used to obey the law just to avoid being in trouble. We look at what freedom could possibly be, and discover that rules and norms can in fact give us freedom. We define freedom as "living in a way which allows others to be free and safe" and then evaluate a series of behaviours as being either "freeing" or "harmful" to others and to yourself.

Week 4 builds on the freedom lesson but focuses more on the Aboriginal role model, "How to love your land and your people." This is an interesting session as we explore the issue that we all actually want to do the right thing but other issues get in the way, for example "I am too tired, I just want to watch this show, I want to play with my friends." There is a personal cost to being responsible but incredible benefits to all. Alternatively when we don't live up to our responsibilities it impacts on all around us.

The 5th and final week in school is a great session based on how to build a good reputation. Again we weigh up the consequences of having a good reputation or a bad one, then look at how a reputation is developed.

The 6th week is a graduation outing, usually bowling. Each participant receives a certificate and much praise.