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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 students’ activities

One of the most important tasks at this point in your curriculum development, is to develop the student activities which best suit your culture and country. Remember that core activities should be undertaken and completed before starting on optional activities.

It is at this point that the results of your initial situation assessment will be most useful. Review the conclusions, and try to integrate the views of the young people interviewed during the initial assessment in the student activities, the words they use, and the situations in which they most often find themselves.

Most, if not all, student activities you may select from this package will have to be re-written to make them culturally relevant to the day-to-day life of young people in their community, and in particular the stories or scenarios must correspond to real risk situations.

The following checklist will help you in analysing each chosen activity and in making the necessary adaptations.

Language

· Are words understandable for the reading level of the students?

· Are sentences short with only one major thought?

· Are words used that young people are not familiar with? (it is better to use popular expressions rather than medical or scientific terms)

· Could the idea be expressed in simpler terms?

· Are medical terms limited to those that young people need to know?

Scenarios (stories, case studies)

· Are the most common risk scenarios represented, and are they appropriate to the risk situations young people experience in your country (e.g. drinking at parties, sugar daddies, anal sex with girls to avoid pregnancy, sex in exchange for small gifts, sex just to please the partner, sex to prove virility)?

Try to integrate the views of the young people interviewed.

· Will parents and Ministry officials approve of the scenarios you have selected?

· Should sex among males be a part of your scenarios (e.g. in some countries, boys are sought by homosexual tourists)?

· Can you include scenarios where condoms are discussed or used?

· Is sexual abuse (unwanted or forced sex) a situation that needs to be presented?

· Is it better to put names or just initials of story characters?

· Is there an equal number of boys and girls in your scenarios?

· Are the young people likely to identify themselves with the characters in the scenarios?

· Is there urban and rural representation in your scenarios? (if applicable)

Relevance to local needs

· Is there a need to consider circumcision, tattooing, scarification, and traditional healers in your educational activities?

· What sources of help for people with HIV/AIDS/STD are available? Do they include testing and counselling? Should this information be represented in the student activities?

· What are the lines/words/body language that best express assertive, passive and aggressive behaviours in the cultural groups of your country?

· Make sure local brands of condoms and lubricants are mentioned in the appropriate activities

Adaptations to meet time allotments

· Do activities need to be adapted to meet the time allotted to a specific grade? Which parts can be deleted?

· Are there aspects that you would like to add to the activities? Can you combine activities?

Illustrations

· Do you wish to use illustrations in your activities?

· Should the people be drawn as cartoons or like real people? Which would young people, parents and Ministry officials best accept?

· Which illustrations of the package can be reproduced with no or minor modifications?

· What type of clothing should people wear? What expressions should they present?

· Is there an equal number of males and females? Are different religions and ethnic groups fairly represented?

· Should affection between two males or two females be represented in the illustrations?

· Are the young people likely to identify with the illustrations presented?

· Are there urban and rural scenes represented in the illustrations?

Drawings need to be done by a professional illustrator and pre-tested with a sample of students before the final version of materials is printed.