|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|
It is important to know of ways to be compassionate and when and how to help.
What the teacher does
1. Decide on a method to teach this activity:
a) Provide each student with an activity sheet and have them complete the activity individually or in pairs.
b) Write the stories on the blackboard and have the students complete the activity individually or in pairs (only one activity sheet needed).
c) Place the students in small groups and give each group one activity sheet. The groups must reach a consensus on the ways to help Minori and Dwari.
2. Allow the students to suggest other ways of being compassionate. Have them place these in the blank spaces on the Helping heart.
3. Ask for suggestions for ways to help with Minoris heart and Dwaris heart. Ask students to explain their choice.
4. Answer the question under Teacher asks. Suggested answers are provided below.
What would be most difficult for you if a friend or relative of yours had AIDS?
Responses will vary but they may include: the death of a loved one; the pain and depression many will experience; the loss of health and vitality; the changes in appearance; the loss of control of bodily functions
What would be most difficult for the person with AIDS?
Responses may include: acting naturally; sharing emotions (laughing, crying); celebrating special days without showing despair.
What the peer leader(s) does
Peer leaders could help by:
· Putting the activity on the blackboard
· Being in charge of a small group
· Volunteering answers to various questions
What should be done by parent(s)
(if a Parents Guide is used)
This would be an excellent activity for students to take home and complete with parents. Students could pick their 4 helps and parents could do the same and they could explain to each other why they chose the ones they did.