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close this bookSchool Health Education to Prevent AIDS and Sexually Transmitted Diseases (STD) : Handbook for Curriculum Planners (UNESCO - WHO, 1994, 88 p.)
close this folderA. Designing the programme
View the document(introduction...)
View the documentIntroduction
View the documentProgramme model
View the documentMaking a situation assessment
View the documentDefining the type of programme
View the documentSelecting objectives
View the documentMaking a curriculum plan
View the documentPlanning for material production
View the documentDeveloping the students’ activities
View the documentParticipation of parents and family members
View the documentInvolvement of peer leaders
View the documentDeveloping the teachers’ guide
View the documentValidating the curriculum
View the documentPlanning for teacher training
View the documentDesigning the programme evaluation

Developing the teachers’ guide

The Teachers’ Guide should be composed of the background information for teachers, and teacher instructions for each student activity selected for your curriculum.

The Teachers’ Guide will need extensive re-writing to suit the curriculum which has been designed. In the example provided in the package, many items are left blank for national planners/writers to fill in. The Teachers’ Guide is the document that will be used in teacher training, so it must contain all the information teachers need to implement the programme.

If you take the example provided in the package as a guide, it should be modified under the following criteria:

· Language difficulty

· Type of teachers expected to use the programme

· Teaching methods decided on the basis of facilities available (blackboard, duplicating), teacher training in participatory methods, and desire to increase teacher’s variety of teaching methods

· Type of materials that will be provided to students

· Sensitive issues within a country of which teachers should be aware

· Additions that would help teachers administer the programme; for example, those that result from questions that teachers asked during the initial assessment, not included in the chapter “Possible questions about HIV/AIDS/STD”.

If parents and families are involved in the programme:

· Write a section on “Participation of parents and families in HIV/AIDS/STD education”, with clear instructions on how to ensure participation of parents.

· Adapt the example(s) in sections B-2 to B-6, for each method that you decide to use. Reading level, school policy, cultural appropriateness, and ease of administration should be considered in your adaptation.

· Adapt the instructions to teachers for each activity involving parents.

If peer leaders are involved in the programme:

· Write a section on “Peer leaders”, according to the suggested use of peer leaders

· Adapt the student activities: select those activities where peer leaders are involved, and make sure that the instructions are clear, for both the peer leaders and the teachers.

Test items for the evaluation of students

There are a number of reasons to evaluate students during and/or at the conclusion of the programme:1

1 See also School Health Education to Prevent AIDS and STD, Annex 1

· To motivate students during the learning process
· To produce a grade or mark for each student
· To inform students on their progress
· To provide students with an opportunity to apply information to life situations
· To monitor learning and adjust the programme.

Section B-8 provides a wide range of questions and answers relative to each of the four units of the programme.2

2 73 true-false questions, 30 short answer questions, 4 skill questions, 5 life situation questions

From these test items, you may choose those that correspond with the objectives and content of the programme. Changes in wording of the questions may be necessary, to make questions more relevant to local situations and the reading level of the students.

In particular, skills questions and life situation questions need to be carefully adapted, to provide scenarios that match real day-to-day situations as experienced by the students.

Make sure you select questions from each of the four types, and from all four units of the programme. Once the test items have been selected, they should be included in the teachers’ guide.