|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|
Students need to practice using the guidelines for delaying sex in real-life situations.
What the teacher does
1. Decide on a method for doing this activity.
a) Provide an activity sheet for each student and have them work individually, in pairs or in small groups.
b) Write the list Help for delaying sex on the blackboard and then read aloud each situation. Ask students to select the 3 best ways (from the list on the board) of helping the person in each situation (only one activity sheet needed).
c) Divide students into small groups and provide one sheet for each group (only one sheet per group needed).
Note: If you need more time for this activity you might have one third of the class or groups do one situation each.
2. Provide the answers for each situation. These may vary from group to group and student to student and are only suggested answers.
· Situation 1
Help for Jeline
1) Decide how far you want to go (your sexual limits) before being in a pressure situation.
2) Be honest from the beginning, by saying you do not want to have sex.
3) Decide your alcohol limits before being in a pressure situation.
· Situation 2
Help for Romain
1) Avoid going to someones room (or house) when there is no one else there.
2) Be honest from the beginning by saying you do not want to have sex.
3) Pay attention to your feelings; when a situation becomes uncomfortable, leave.
· Situation 3
Help for Nadino
1) Do not accept presents and money from people whom you do not know very well.
2) Avoid secluded places where you could not get help.
3) Be honest from the beginning, by saying you do not want to have sex.
3. Have students select three guidelines that would be most useful personally for them (answers will vary from student to student).
What the peer leader(s) does
· Write the activity on the blackboard (if that method is used).
· Be a group leader and report back to the class (if that method is used).
What should be done by parent(s)
(if a Parents Guide is used):
Students might take this activity home and read and/or discuss the situations and answers with their parents (if each student is given an activity sheet).
Teachers might want to decide on other (than those given here) acceptable answers for each situation, before doing this activity with students.