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close this bookSchool Health Education to Prevent AIDS and Sexually Transmitted Diseases (STD) : Teachers' Guide (UNESCO - WHO, 1994, 117 p.)
close this folderUnit 1. Basic knowledge on HIV/AIDS/STD
View the document(introduction...)
View the document1 HIV/AIDS/STD basic questions and answers - What is HIV/AIDS/STD?
View the document2 Looking into AIDS - Fun test on HIV/AIDS/STD
View the document3 HIV/AIDS/STD - What do they mean? - Definitions of HIV/AIDS/STD
View the document4 How a person gets HIV - Information on transmission
View the document5 You can’t get AIDS by... - Ways HIV is not transmitted
View the document6 What do you believe? - Short test on transmission
View the document7 What would you do? - Case studies on transmission
View the document8 What is your risk? - Evaluating risk behaviours
View the document9 Are you at risk (part 1)
View the documentAre you at risk (part 2)
View the documentAre you at risk (part 3) - Evaluating risk behaviours and accumulated risks
View the document10 Protect yourself against AIDS - Information sheet on protection
View the document11 Dear Doctor Sue - Letters on protection
View the document12 Which is safer? - Evaluating ways of protection
View the document13 What happens with HIV infection? - Information on signs and symptoms
View the document14 How do you know if you have HIV/AIDS? - Case studies on signs and symptoms
View the document15 Testing for HIV - Basic information on testing
View the document16 Test: What you know about testing - Short test on testing for HIV
View the document17 AIDS help - Who? Where? - Where help can be found
View the document18 You be the doctor - Case studies on drug use
View the document19 Are you a responsible person? - Behavioural intent questions on personal responsibility
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9 Are you at risk (part 1)


Students learn to assess multiple risk behaviours by looking at a variety of activities. They then evaluate their personal level of susceptibility based on their own risk behaviours.

What the teacher does

1. Divide the class into small groups (preferably 6 or 12 students in each group) and assign a leader to each group (to report back to the class and to direct and motivate the group).

2. Give each group a list of 6 behaviours/actions (you will have to repeat some lists if you have more than 6 groups).

3. Read the “How?” section to all of the students and explain to them how HIV can spread and the four risk levels (from the activity sheet).

4. Then assign them the task of determining the risk level for each of their 6 behaviours/actions. Also assign the questions under “Teacher asks” to each group.

5. Write the 4 risk levels on the blackboard with lots of space for the students to write the numbers of the various behaviours/actions (see example below) or go over the 36 behaviours/actions having each group report their results (see next page).

No risk (NR)

Low risk (LR)

High risk (HR)

No agreement (?)





6. Review each behaviour/action when the students have finished writing on the board. Try to determine where the “No agreement” activities would go.

The answers are listed on the next page. There may be some questions about some of the behaviours/actions and if the doubt is reasonable allow that activity to be in more than one category. The high risk related to ejaculation into the mouth during oral sex and the low risk related to oral sex without semen in the mouth, might have to be discussed.

7. Have students place the correct risk factor for all 36 activities on their activity sheets (if they have been distributed to each student).

Group 1

NR 1. Body to body rubbing with clothes on.
HR 2. Sharing a razor to shave legs or face.
HR 3. Having sex with a condom - condom breaks.
NR 4. Back rub - massage.
NR 5. Riding on a bus with an HIV-infected person.
HR 6. Cutting the skin with a knife used by others.

Group 2

NR 1. Using toilets in a public washroom.
HR 2. Sharing needles for injection drug use.
NR 3. Being bitten by a mosquito.
NR 4. Dry kissing.
HR 5. Having vaginal sex without a condom.
HR 6. Cleaning up spilled HIV-infected blood without wearing gloves

Group 3

HR 1. Having anal sex without a condom.
NR 2. Abstaining from sexual intercourse.
HR 3. Sharing needles for ear-piercing.
NR 4. Shaking hands with an HIV-infected person.
LR 5. Having oral sex (without semen in the mouth).
NR 6. Swimming with an HIV-infected person.

Group 4

HR 1. Sharing needles for tattooing.
NR 2. Sharing clothes with someone who has HIV.
NR 3. Donating blood.
NR 4. Eating food prepared by an HIV-infected person.
HR 5. Having sex with a number of partners - no condom.
NR 6. Going to school with an HIV-infected person.

Group 5

NR 1. Using public drinking fountains.
LR 2. Giving mouth-to-mouth resuscitation (if there are no sores in the mouth).
HR 3. Having unprotected sex with an STD- infected person.
NR 4. Playing sports with an HIV-infected person.
HR 5. Sharing a needle cleaned with water.
NR 6. Being close to an HIV-infected person who coughs or sneezes.

Group 6

HR 1. Being bitten by an HIV-infected person.
LR 2. Wet (deep) kissing.
LR 3. Having sex using a condom properly.
NR 4. Sharing a towel with an HIV-infected person.
NR 5. Touching or comforting someone living with AIDS.
HR 6. Having sex using the same condom more than once.

8. Discuss the answers to the questions under “Teacher asks”.

Some young people become very afraid of HIV/AIDS.

a) Why do you think they are so afraid?

- their information is not very accurate;
- the illness is serious and fatal;
- they are unaware of how it can be transmitted;
- they may have participated in risky behaviours.

b) What could be done to prevent this fear of HIV/AIDS?

- get more reliable and accurate information;
- talk to a medical expert;
- get tested for HIV;
- be aware of your risk behaviours.