|School Health Education to Prevent AIDS and Sexually Transmitted Diseases (STD) : Teachers' Guide (UNESCO - WHO, 1994, 117 p.)|
|1. The programme|
|2. Teaching methods|
|3. The classroom atmosphere|
|4. Peer leaders|
|5. Participation of parents and family members|
|6. Test items for student evaluation|
|7. Questions on HIV/AIDS/STD|
|Unit 1. Basic knowledge on HIV/AIDS/STD|
|1 HIV/AIDS/STD basic questions and answers - What is HIV/AIDS/STD?|
|2 Looking into AIDS - Fun test on HIV/AIDS/STD|
|3 HIV/AIDS/STD - What do they mean? - Definitions of HIV/AIDS/STD|
|4 How a person gets HIV - Information on transmission|
|5 You cant get AIDS by... - Ways HIV is not transmitted|
|6 What do you believe? - Short test on transmission|
|7 What would you do? - Case studies on transmission|
|8 What is your risk? - Evaluating risk behaviours|
|9 Are you at risk (part 1)|
|Are you at risk (part 2)|
|Are you at risk (part 3) - Evaluating risk behaviours and accumulated risks|
|10 Protect yourself against AIDS - Information sheet on protection|
|11 Dear Doctor Sue - Letters on protection|
|12 Which is safer? - Evaluating ways of protection|
|13 What happens with HIV infection? - Information on signs and symptoms|
|14 How do you know if you have HIV/AIDS? - Case studies on signs and symptoms|
|15 Testing for HIV - Basic information on testing|
|16 Test: What you know about testing - Short test on testing for HIV|
|17 AIDS help - Who? Where? - Where help can be found|
|18 You be the doctor - Case studies on drug use|
|19 Are you a responsible person? - Behavioural intent questions on personal responsibility|
|Unit 2. Responsible behaviour: delaying sex|
|1 Reasons to say NO - Reasons for delaying sex|
|2 To delay or not to delay (a, b) - Case Study - Reasons for and against sex|
|3 Lines and more lines - Pressure to have sex|
|4 Guidelines: help to delay sex - Help for delaying sex|
|5 What to do? - Case studies on sex for delaying sex|
|6 Affection without sex? - Alternatives to sexual intercourse|
|7 Whats next? - Ranking physical activities|
|8 Am I assertive? - Definition of passive, aggressive, and assertive behaviours|
|9 Whos assertive? - Case studies - types of behaviours|
|10 Assertive messages - Four steps to assertive behaviour|
|11 Your assertive message (class) - Four steps to assertive behaviour|
|12 Your assertive message (individual) - Four steps to assertive behaviour|
|13 Responding to persuasion (demonstration) - How to refuse, delay, bargain|
|14 Responding to persuasion (class activity) - How to refuse, delay, bargain|
|15 Responding to persuasion (individual) - How to refuse, delay, bargain|
|16 You decide - Activity on gender differences|
|17 Dealing with threats and violence - Case study on violence in dating|
|18 Being assertive every day - Take-home activity on being assertive|
|Unit 3. Responsible behaviour: protected sex|
|1 The condom - Information about the condom|
|2 Arguments people use against using condoms - How to deal with a partner who is negative about condom use|
|3 How to use a condom - Humorous explanation about condom use|
|Condom practice - Students practice putting a condom on a model|
|5 No to unprotected sex (demonstration) - How to be assertive with someone who doesnt want to use a condom|
|6 No to unprotected sex (class participation) - How to be assertive with someone who doesnt want to use a condom|
|7 No to unprotected sex (individual participation) - How to be assertive with someone who doesnt want to use a condom|
|Unit 4. Care and support|
|1 Who discriminates? - Definition and case studies|
|2 The story of two communities - Two communities react differently to someone with AIDS|
|3 Why compassion? - Explores reasons for compassion|
|4 What could you do? - Compassion for two people with AIDS|
|5 How tos of care giving - Information on how to care for someone with AIDS|
|6 How to keep yourself safe - Precautionary care for someone who is looking after someone with AIDS|
|7 What do you know? - Two tests to determine what students know about caregiving|
|8 Support for responsible behaviour - How to show support for someone who has made healthy decisions|
|9 Compassion, tolerance and support - Showing support outside the classroom|
1. Decide how to teach this activity.
a) Provide each student with an activity sheet to follow the steps of effective condom use.
b) Divide students into small groups and assign a peer leader to each group (one activity sheet needed per group).
2. Demonstrate how to use a condom with a student (peer leader) helping you by reading each step as you do it. (You will need one or two condoms and a model penis or a banana or a cucumber; alternatively students can practise on their fingers.) If time permits, change positions with the student and read the steps while the student (peer leader) demonstrates.
3. If the class is divided into small groups, ask the peer leaders to demonstrate condom use to their group and encourage all students to practise themselves. The peer leaders may have to have had prior instruction.
4. Discuss questions with students (under Teacher asks). Students may share what they have heard about experience with condoms.
1. Humour is important. A relaxed class atmosphere is important.
2. It is alright to make mistakes. It shows that students too can make mistakes while practising.
3. Having a student demonstrate is the best learning situation as peers will listen and follow their classmates more than they do their teachers.
4. You may need someone to hold the banana, cucumber or model penis (you need two hands).
What the peer leader(s) does
Peer leaders could help you:
· Read the steps in effective condom use
· Hold the model penis, banana or cucumber