|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|
[write this section according to the role given to peer leaders in the programme]
Why peer leaders
Young people listen more attentively and accept messages from respected peers more readily than from a teacher. This is especially true in areas of health, safety and sexuality. Some students are influential in that they set the group norms and function as models for the group. They can become peer leaders. Peer leaders provide assistance to the teacher which allows him/her to spend more time on preparation, individual attention to students and classroom management.
Who is a peer leader
A peer leader is a person who helps the teacher in many ways:
· Helps in classroom management, e.g. handing out activity sheets, etc.
· Helps in demonstrations, e.g. using a condom
· Helps in role-plays, e.g. being assertive
· Leads a class team, e.g. during a quiz
· Reads stories, questions, answers to activities
· Volunteers answers to activities
· Leads a small group
· Reports findings of small groups
· Models appropriate behaviour, e.g. is assertive
· Carries out certain activities and reports back, e.g. buying a condom
· Takes polls, e.g. when teacher wants to know how many answered yes.
· Draws diagrams on the blackboard.
Selection of peer leader(s)
Peer leaders may be selected by their own peers. Otherwise, select from the class individuals who are:
· Considered as opinion-leaders by the other students.
· Concerned about the welfare of their peers.
· Able to listen to others.
· Dependable, honest.
· Well-liked by other students
· Well-rounded students - not necessarily the best students academically.
· Not all male or all female (if possible).
· Perhaps older students.
· Perhaps sexually active (if this information is available).
In this guide, ways to use peer leaders are not explained for every activity. However, peer leaders may be used whenever the teacher feels this would be useful and appropriate.
This is a very sensitive process as it is critical that selected students not be rejected by other classmates as being the teachers pet - both for the sake of the programme and the self-esteem of the peer leaders, [provide here detailed guidance on peer leader training, illustrate those activities where peer leaders are involved, suggest forms of recognition of their role]