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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

Selecting objectives

Learning objectives need to be defined to guide the selection of the topics to include in the curriculum.

You will have to review the conclusions of your situation assessment study: for example, if injecting drug use is common, students will have to learn how to respond to pressures to use drugs and the importance for drug users of cleaning injecting equipment.

Objectives should be identified bearing in mind the following:

· The behaviours that put young people at risk of infection with HIV/STD that are most prevalent in your country;

· The amount of time available;

· Unit percentages of time (25%; 50%; 25%) recommended;

· Whether some topics have been taught in other subjects (e.g. Family Life Education may have a unit on delaying sex);

· Ability of students and teachers.

Examine the objectives listed below and decide whether they are realistic and adequate. In particular, consider the 11 core objectives that are proposed as a minimum requirement. Other objectives are optional. They should only be considered once the core objectives are completed. Note the student activities that cover each objective.

Core objectives

At the end of the programme, students will be able to:

Objectives

Student activity numbers

1.

Differentiate between HIV, AIDS, STD

1.1, 1.2, 1.3

2.

Identify ways of transmission of HIV

1.4, 1.6, 1.7

3.

Identify ways in which HIV/STD are not transmitted

1.5, 1.8, 1.9

4.

Rank methods of HIV/STD prevention for effectiveness

1.10, 1.11, 1.12

5.

Identify sources of help in the community

1.17

6.

Discuss reasons for delaying sexual intercourse

2.1, 2.2, 2.3, 2.4, 2.5

7.

Respond assertively to pressures for sexual intercourse

2.8, 2.9, 2.10, 2.11, 2.12, 2.13, 2.14, 2.15

8.

Discuss reasons and methods for having protected sex if/when sexually active

3.1, 3.2, 3.3, 3.4

9.

Respond assertively to pressures for unprotected sex

3.5, 3.6, 3.7

10.

Identify ways of showing compassion and solidarity towards people with HIV/AIDS

4.1, 4.2, 4.3, 4.4, 4.9

11.

Care for people with AIDS in the family and community

4.5, 4.6, 4.7

Optional objectives

Objectives

Student activity numbers

12.

Recognize and avoid situations that may lead to sexual abuse (accepting gifts, walking the streets, accepting car lifts, frequenting certain bars, etc.)

2.17

13.

Know ways of avoiding injecting drug use and ways of preventing HIV transmission if injection drugs are used (for communities where this is a problem and there is no health education on the topic)

1.18

14.

Know the progression of HIV to AIDS (signs and symptoms)

1.13, 1.14

15.

Know about the procedure and counselling for testing for HIV

1.15, 1.16

16.

Know alternative ways of being affectionate without having sexual intercourse

2.6, 2.7

17.

Be aware of gender differences in sexual expectations

2.16

18.

Be able to be assertive in everyday life situations

1.19, 2.18

19.

Be able to support peers who behave in a responsible way

4.8

(No students’ activities for the following objectives are included in the package)

Objectives

20.

Respond assertively to pressures for sharing injecting drugs

21.

Provide arguments for convincing family and friends not to go to unqualified doctors, but to use only health centres and hospitals for treatment

22.

Identify the clinics and shops where condoms may be obtained or purchased

23.

Seek appropriate treatment for STD

24.

Discuss reasons for and against early marriage

25.

Respond assertively to pressures for drinking at parties

26.

Provide arguments to counteract the widespread conviction that mosquitoes spread HIV

27.

Provide arguments to counteract the belief that traditional herbs can cure AIDS.