School Health Education to Prevent AIDS and Sexually Transmitted Diseases (STD) : Teachers' Guide (UNESCO - WHO, 1994, 117 p.): Unit 1. Basic knowledge on HIV/AIDS/STD: 16 Test: What you know about testing

School Health Education to Prevent AIDS and Sexually Transmitted Diseases (STD) : Teachers' Guide (UNESCO - WHO, 1994, 117 p.)

(introduction...)

Acknowledgments

Introduction

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

(introduction...)

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 can’t 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

(introduction...)

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 What’s next? - Ranking physical activities

8 Am I assertive? - Definition of passive, aggressive, and assertive behaviours

9 Who’s 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

(introduction...)

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 doesn’t want to use a condom

6 No to unprotected sex (class participation) - How to be assertive with someone who doesn’t want to use a condom

7 No to unprotected sex (individual participation) - How to be assertive with someone who doesn’t want to use a condom

Unit 4. Care and support

(introduction...)

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 to’s 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

16 Test: What you know about testing - Short test on testing for HIV

Purpose

This activity will help students recall information and understand concepts about testing.

What the teacher does

1. Decide how to teach this activity.

a) Provide each student with an activity sheet and have them do the test individually or in small groups.
b) Put column B on the blackboard and read each statement from column A. Have students select the correct response (only one sheet needed).
c) Place column A and B on the blackboard and have students do the activity individually or in small groups (only one sheet needed).

Note: For any of the above methods, it is possible to divide the class into two or more teams and have them compete.

2. Discuss the answers (provided below).

	Answers
The number of times you need to be tested in three months is:	G - twice
The test is accurate to:	I - 99 %
It is important to take the test so that you can:	J - tell your partners/F - not infect others
It is also important to take the test so that you will:	F - not infect others/J - tell your partners
The most common test for HIV is called:	D - “ELISA”
When no one else is told about the test that means that it is:	H - confidential
If you have HIV, you will be given:	A - advice and help
You can get tested at:	C - health centre or hospital
The test for HIV looks for:	E - antibodies
To get the results you probably have to:	B - come back later

Additional preparation

Be sure to go over the answers before doing the test.