(introduction...)

INTRODUCTION

This section begins with a summary sheet. This lists all the topics and subtopics, suggesting Life Skills for each Unit.

The tables following are arranged in five columns and provide a detailed explanation of the linkages between the subtopics and the Life Skills.

The first column gives the class under consideration.

The second column presents the content within each Unit.

The third presents the suggested Life Skills that are considered suitable for development while teaching the given subtopic. This is not a prescriptive list. The teacher may feel that there are other more pertinent skills for her/his context. These suggestions are directional guidelines.

The fourth column outlines the general characteristics and needs of the learners. Again, the teacher may feel that his/her group has slightly different characteristics and needs. In such a case, a teacher may adapt the materials to meet these, or write some new activities (see Section Five of this manual).

Column five suggests the variety of methodologies that would foster the development of knowledge, attitudes and skills in a Life Skills context. There are also references to the Sara Communication Initiative (SCI) and the Child Rights Convention (CRC). The methodologies are not prescriptive. The teacher may choose any child-centred approach that will lead to active as opposed to passive learning by the children. The emphasis is that while learning content (knowledge), children should develop skills and attitudes that will enable them to use what has been learnt for their own healthy growth and development. The Life Skills components will have an influence upon their health behaviour.