Life Skills for Young Ugandans- Secondary Teachers' Training Manual (UNICEF, 254 p.): Section Three: A Framework for Developing Life Skills within the Secondary Health Education Syllabus: A FRAMEWORK FOR DEVELOPING LIFE SKILLS WITHIN THE SECONDARY HEALTH EDUCATION SYLLABUS

Life Skills for Young Ugandans- Secondary Teachers' Training Manual (UNICEF, 254 p.)

Section Three: A Framework for Developing Life Skills within the Secondary Health Education Syllabus

		(introduction...)
		SUMMARY - TOPICS AND LIFE SKILLS
		A FRAMEWORK FOR DEVELOPING LIFE SKILLS WITHIN THE SECONDARY HEALTH EDUCATION SYLLABUS

A FRAMEWORK FOR DEVELOPING LIFE SKILLS WITHIN THE SECONDARY HEALTH EDUCATION SYLLABUS

CLASS	SECTION	SUGGESTED LIFE SKILLS	RATIONALE FOR LIFE SKILLS	DEVELOPMENT OF LIFE SKILLS
Senior 1	SECTION A: OUR HEALTH		Characteristics Rapid changes (physiological emotional/ psychological, physical) Egocentric Sense of belonging (identity) Needs Need to understand themselves, the changes within and around them Need to cope and act positively in the given circumstances Healthy living/positive behaviour Avoidance of risky behaviours	Methodology Role play - autobiographies Case studies - picture codes/cards Information Fieldwork exercises/ sessions Situations Sara Communication Initiative (SCI) - Female Genital Mutilation story
	1.0 Concept of health	TR, EC
	2.0 Physical wellbeing	FF, CE, CS
	3.0 Mental wellbeing	FF, CE
	4.0 Spiritual wellbeing	IR, FF
	5.0 Spiritual wellbeing	SA, IT
	6.0 Health Education and promotion of Health	CT, PS, EC, CRT, PR AS, NG
Senior 1 (13 to 16 years)	SECTION B: PRIMARY HEALTH CARE (PHC)		Characteristics Egocentric Narrow world view Adventurous Strong peer influence Body changes (physiological, e.g. menstruation, physical changes) Needs Sense of direction Identify, appreciate problems around them Take appropriate action	Methodology Case studies - community work (clean the place of an elderly) Field trips (visit PHC Units extension) Role plays Child Rights Convention (CRC) Article 24: The child has a right to enjoy good health
	1.0 Concept of PHC	PS, IR, AS
	1.2 Philosophy of PHC	IR, CT, DM, EC, CRT
	2.0 Essential elements of PHC	CRT, PS, CT, DM, AS, EC
Senior 2 (14 to 16 years)	PRIMARY HEALTH CARE Continued		Characteristics Energetic/active Risk takers Strong sense of independence On top of the world ‘dreamers’ In search of identity Narrow world view Seek attention (or attention seekers Impulsive Needs To be understood Love Guidance and counselling Answers to life realities (myths and misconceptions)	Methodology Case studies Field trips Role plays (at more advanced level than S1) Talk shown in role impersonation - narrative research CRC Article 23: (Leisure), punishment Article 24, section 2
	3.1 The role of the individual	SA, EM, IR, PR, DM, AS, EC, NG
	3.2 The role of the family in PHC	IR, EC, DM, PS, EM
	3.3 The role of the community in PHC	IR, EC, DM, PS, EM, CR, AS
Senior 3 (15 to 16 years)	PRIMARY HEALTH CARE Continued		Characteristics Carefree with 2 extremes (either too caring, sympathetic or too indifferent, hurting) Hyper-sensitive (themselves vis-a-vis the other world) Identity - anxious to be adults Analytical For strong peer groupings Fear of rejections Needs Knowledge and awareness of themselves and others around them especially those with special needs Appreciate roles/responsibilities to others Self-motivation to action Spirit of tolerance	Methodology Case studies - able-bodied vis-a-vis disabled Role play (Note: when somebody is disabled, it does not mean they are disadvantaged, need pity, etc.) Quotes - “Disability is not inability”, etc. - for material development; have a character role for a disabled CRC Article 23: A disabled child has a right to enjoy a decent life
	4.0 Responsibility of the individual family - communities for the weak, sick, disabled and displaced
	4.1 The individual	EM, SA (of special needs of others or self if you are disabled)
	4.2 The family	EC, AS, CRT, CE
	4.3 The community	IR, PS, EC, EM, CRT, CE, DM, NG
Senior 4 (16 to 18 years)	PRIMARY HEALTH CARE Continued		Characteristics Want independence - anxious about future Want to be noticed (as adults) Want to be involved/participate in planning for what concerns, touches them Search for emotional attachment and support with the opposite sex Needs For society to appreciate them and their contribution as potentially responsible community members To be involved in broad activities Understanding not be judged To be entrusted in making decisions Need to be trusted as individuals	Methodology Case study Role plays, scenarios Projects Responsibility of the child Respect of parents, etc. Work for cohesion of the family CRC Article 24: A child has a right to enjoy a healthy life
	Principles of PHC	IR, EC, NG, DM
Senior 1 (14 to 16 years)	SECTION C: OUR ENVIRONMENT		Characteristics Looking for connections and explanations (cause - effect) Impressionable, moldable Playful, energetic Identity is more with the peer group Creative, improvise a lot Need/copy of popular characters Needs Appreciate the role of play, recreation To create values, connections Need for positive role models	Methodology Informational (illustrations, scenarios for discussion) Demonstration - play (using day-to-day activities) Performance activity Micro play Child Rights Convention Leisure and recreation Article 29, 1c, 1d (Article 26) for character building SCI
	1.0 The environment
	4.1 Family and community	SA, CT, IR
	4.2 Education and its institutions	IR, SA, EC
	4.3 Religion	SA, CT, IR
	4.4 Play and act	SA, CRT, EM, CE
	4.5 The place of science and philosophy in society	CT, CRT
Senior 2			Characteristics Explorers Experimental Inquisitive Prone to mistakes Needs To understand the environment and their relationship to environment	Methodology Field trips and excursions Experiments in the environment Group work/projects Debating/group discussions Case studies CRC Clean and safe water Protection of the environment Article 29, 1e
	2.0 Physical environment
	2.1 Water	CT, CRT, PS
	2.2 Air	CT, CRT, PS
	2.3 Edaphic (soil) factors	CT, CRT, PS
	2.4 Temperature	CT, CRT, PS
	2.5 Light	CT, CRT, PS
	3.0 Biological environment
	3.1 Plants	CRT, CT, PS
	3.2 Animals	CRT, CT, EM
	3.3 Insects	CRT, CT, EM
	3.4 Micro organisms	CRT, CT, PS
	3.5 Man	SA. CRT, CT, EM, IR
Senior 3 (15 to 17 years)	OUR ENVIRONMENT Continued		Characteristics Academic point of view - getting more focussed Generally more focussed, becoming realistic Needs Guidance and direction Their role as individuals to the environment	Methodology Classroom discussions Field trips and excursions Projects/report of findings CRC Protection of the environment (Article 29, 1e) Responsibilities - patriotism SCI - making of the smokeless stove
	3.7 The Ecosystem	CT
	5.0 Environment conservation
	5.1 Air	CT
	5.2 Water	CT
	5.3 Land	CT, CRT
	5.4 Forests	CT, CRT
	5.5 Wildlife	CT, CRT
	6.0 Environment pollution
	6.1 Air pollution	CT, CRT, PS
	6.2 Water pollution	PR, DM, CT, PS
	6.3 Soil pollution	PS, IR, DM
	6.4 Noise	CT, PS
	6.5 Impact of environmental pollution	CT, CRT, PS
	6.6 Prevention of pollution	CT, EC, DM
Senior 4	OUR ENVIRONMENT Continued		Characteristics Decisive stage of life Academic - state of flux (some aiming high, others have given up) Emotional, some sexually active, esteem based on academics Needs Need to ‘tune’ them up for responsible adulthood Guidance and direction, support and encouragement Counselling - need to see value and relevance of the Topics Career guidance	Methodology Field trips and excursions Group discussions External speakers/guests, lecturers CRC Article 24, 27 - Right to health and proper nutrition
	7.0 Population
	7.1 Shortage of food, water, oxygen	CT, DM
	7.2 Diseases	CT, PS, SA, CRT, IR
	7.3 Lack of shelter	CRT, DM, PS
	7.4 Accumulation of waste	CT, PS
	7.5 Psychological stress	CE, CS, EM, IR, RS
	7.6 Shortage of social services	PS, CT, CS, AS
	7.7 Degradation of environment	CT, CRT, EC, PC
	8.0 Environment
	8.1 Law of the environment	AS, CRT, PS
	8.2 Why environment should be protected	CT, IR
Senior 1 (13 to 16 years)	SECTION D: WATER AND ENVIRONMENTAL SANITATION		Characteristics Looking for connections and explanations (cause - effect) Impressionable, moldable Playful, energetic Identity is more with the peer group Creative, improvise a lot Need/copy of popular characters Needs Appreciate the role of play, recreation To create values, connections Need for positive role models	Methodology Informational Picture codes Site visits to different water sources SCI
	1.0 The definition of Sanitation
	1.1 Domestic water supply	CT, PS
Senior 2 (14 to 17 years)	WATER AND ENVIRONMENTAL SANITATION Continued		Characteristics Explorers Experimental Inquisitive (questioning) Prone to mistakes Needs To understand the environment and their relationship to environment To understand their personal role in conserving the environment Skills to be pro-active about	Methodology Newspaper articles Group discussions Case studies Role plays CRC Articles
	1.1 Domestic water supply	PS, CRT, CT
	1.2 Proper housing for rural and urban areas	DM, CT, CRT, PS, SA
Senior 3 (15 to 18 years)	WATER AND ENVIRONMENTAL SANITATION Continued		Characteristics Getting more focussed academically Getting more focussed, becoming realistic Needs Guidance and direction Their role as individuals to the environment (safety, cleanliness)	Methodology Excursions/field trips Case studies, stories Child Rights Convention (CRC) Safe water Article SCI
	1.3 Refuse and excreta disposal	CRT, PS, CT, IR
Senior 4 (16 to 19 years)	WATER AND ENVIRONMENTAL SANITATION Continued		Characteristics Decisive stage of life Academic - state of flux (some aiming high, others have given up Emotional - some sexually active, esteem based on academics Needs Need to ‘tune’ them up for responsible adulthood Guidance and direction, support and encouragement Counselling - need to see value and relevance of the Topics Career guidance	Methodology Excursion/field trips Case studies, stories SCI Sara makes a smokeless stove
	1.4 Urbanisation and Environmental Sanitation	CT, PS, CRT, AS
Senior 1 (13 to 15 years)	SECTION E: FOOD AND NUTRITION		Characteristics Growing up very rapidly Physiological changes (e.g. menstruation) Needs Students to understand/appreciate body nutrition needs Importance of and appreciation of food groups Broaden/widen their perception of the world view Equal access to food (boys and girls)	Methodology Display of different food types Guided discussions Case studies CRC Equal access to food Article
	1.0 Food and nutrition (concept)	DM, CRT
	1.1 Food stuffs
	1.2 Staple food
	2.0 Food path (concept)
Senior 2 (14 to 17 years)			Characteristics Boys have enhanced appetites Some girls are conscious about their figures and so, do not want to eat Both boys and girls are easily influenced by what media (TV, films, magazines) portray as fashionable Needs Appreciate that different groups have different nutritional requirements Nutritional needs according to sex and age Appreciate the need to diversify food	Methodology Case studies Role plays Site visits - markets, ‘Mwana Mugimu,’ etc. Child responsibilities (about food wastage, etc.) CRC Right of access to food, etc. Article 27, 2b SCI Improvise a story
	3.0 Food security	DM, PS
	4.0 Basic nutrition requirements	CT, PR
	5.0 Food composition and consumption	CT, EC, SA
	6.0 Malnutrition	CRT, DM, AS
	6.1 Nutritional deficiencies	CRT, DM, AS
	6.2 Over- and under-nutrition	CRT, DM, AS
	6.3 Food fadism and taboos	CRT, DM, AS
	6.4 Growth monitoring	CRT, DM, AS
Senior 3 (15 to 18 years)	FOOD AND NUTRITION Continued		Characteristics Girls are more involved in food handling and preparation Involvement in farming practices, harvesting Often wasteful of food Needs Equal (boy - girl) participation in domestic chores Attitude change towards domestic chores	Methodology Role plays Child responsibilities about food wastage, etc. Case studies, stories Group discussions Child Rights Convention (CRC) Article 27, 2b SCI Stories’ improvisation Meena Initiative - “amount of food”
	7.0 Food preparation	CT, CRT
	8.0 Food for special groups	CT, CRT
	9.0 Food preservation	CRT, DM
Senior 4 (16 to 19 years)	FOOD AND NUTRITION Continued		Characteristics Make choices of food according to fashion, appearance and not nutritional value or content Not conscious of nutritional requirements for different categories of people Needs Girls’ figure-watching vis-a-vis nutritional need Bodies - with heavy food demands - need to take care of what they eat (Caution: Junk food)	Methodology Stories, true life experiences, testimonies Discussions Child responsibilities about food shortage CRC Article 27, 2b SCI
	10.0 Food additives	CRT, SA
	11.0 Food for special groups	CT, CRT
	12.0 Planning meals	CRT, PS, DM
Senior 1 (13 to 16 years)	SECTION F: FAMILY HEALTH AND SOCIAL PROBLEMS		Characteristics Prone to comparing own home to those of peers Mental picture of desired home Easily pushed down into Look for exemplary behaviour in parents and adults Forming habits, values and beliefs Great peer influence Needs Gender rules and stereotypes Appreciation of ‘own’ family environment members Skills to cope with the immediate and wider world... Conflicting values, etc. Need protection, loving environment Appreciate self - identity, values, beliefs	Methodology Testimonies Role plays Case studies - posters, picture codes CRC Right to grow up in protected environment, etc. Articles 5, 6, 9, 10.2 Sara Communication Initiative (SCI) Meena Communication Initiative (MCI)
	1.0 Family structure	IR, SA, NG, CT, CE, CS, EM, EC, CR
Senior 2 (14 to 17 years)	FAMILY HEALTH AND SOCIAL PROBLEMS Continued		Characteristics To improve ‘manhood’, ‘womanhood’ Moving away from family circles to peer groups Easily taken up with fantasy High appreciation Needs Answers to their questions Sort out myths and misconceptions, focussed expectations Freedom, peer formation - need understanding adults Guidance, counselling, love and affection	Methodology Stories - fantasies of the youth vs reality, career and role models Case studies, testimonies Role plays, scenarios CRC Articles 13, 14, 15, 16 SCI Female Genital Mutilation (FGM)
	2.0 Growth and Development	CT, SA, IR, DM
	2.1 Adolescence and puberty	PR, PS, CR
	2.2 Culture and adolescence	CRT, AS
	3.0 Juvenile deliquency	CR, CS
Senior 3 (15 to 18 years)	FAMILY HEALTH AND SOCIAL PROBLEMS Continued		Characteristics Sensitive and easily breaks down emotionally Prone to mental stress Seek for perfect associations Needs To appreciate reality vis-a-vis utopia Character building - concretisation of own principles, values and beliefs Pursuit of a dream - career, own goals, etc. Need skills to persevere Security and understanding	Methodology Research findings, newspaper excerpts Case studies, testimonies Stories, talk shows CRC Article 19 Law on Child Defilement (Penal Code)
	4.0 Abnormal family	IR, EC, NG, CR
	4.1 Cultural factors	DM
	4.2 Effects of abnormal family relationship	CE, CS, SA
	4.3 Prevention and treatment	PS
Senior 4 (16 to 19 years)	FAMILY HEALTH AND SOCIAL PROBLEMS Continued		Characteristics Sexually active Dream about making homes and having babies Prone to unwanted pregnancy Risk-takers, prone to infection that could affect baby if one became pregnant Needs Correct information about dangers of adolescent pregnancy and death Awareness of causes of child deaths	Methodology Case study Research and projects Group discussions CRC Article 24
	4.2 Common causes of child deaths	DM, CT
	4.3 Prevention of child deaths
Senior 2 (14 to 17 years)	SECTION G: MATERNAL AND CHILD HEALTH		Characteristics Getting closer to the opposite sex than own Sexually active Daring and risk-takers Fanatical about religious or traditional beliefs Needs Access to adolescent counselling and reproductive services Guidance into responsible sexual behaviour, choices and positive attitudes Demystification of traditional myths, beliefs and values Access to correct information about pregnancy/abortion and the risks of becoming child-mothers	Methodology Group discussions Informational - illustrations Case studies Films, video - right for girls to remain in school even if pregnant Talk shows CRC Articles 34, 35 Article 28, 1e Article 28, 2 Article 29, 1a SCI Sara waits/abstains
	1.0 Maternal and child welfare
	2.0 Pre-natal, antenatal, post-natal
	2.1 Pre-natal	CE, PS, SA, NG, DM
	2.2 Pregnancy (ante-natal)	SA
	2.3 Pregnancy (natal)	EM, CT, PS
	2.4 Pregnancy (post-natal)	CE, EM
	2.5 Family planning (Population Policy)	CT, AS, NG
	2.6 Reproductive health
Senior 3 (15 to 18 years)	MATERNAL AND CHILD HEALTH Continued		Characteristics Obsessed with beauty through directing or starvation Non-selective about foods - eat plenty of sweets Prone to peer pressure to belong to a certain class - “slim”, tall, etc. Conscious about self-image, appearance Needs Demystification of traditional myths, beliefs and values Guidance in responsible sexual behaviour - choices and attitudes Girl children need protection from exploitation, manipulation and sexual abuse Guidance into self-appreciation	Methodology Law, films - “Consequences”, “More time”, “Making choices” Case studies, stories Talk shows Child Rights Convention (CRC) Article 34, a, b, c SCI FGM
	3.0 Maternal and child nutrition	DM, PS, CT
	3.1 Child nutrition	CRT, SA
	3.2 Maternal nutrition	CT, EM, CS, CE
	4.0 Maternal and child death	CT, PS, SA, PR
	4.1 Common causes of maternal deaths
Senior 1 (13 to 16 years)	SECTION H: IMMUNISATION		Characteristics No time to elaborate things Enjoy short-cuts No reason for “drug” if not sick Take things and life for granted Needs Broadening of own perspectives and world view	Methodology Informational - illustrations Charts, picture codes Case studies Role plays CRC Articles 24,1; 24, 2c; 24, 2f; 24, 3 SCI
	1.0 Immunity	Cl
	1.1 Uses and advantages	DM, PS
	3.0 Immunisable diseases	SA, DM
	4.0 Immunisation schedule	SA, DM * tetanus injections for girls who begin menstruation
Senior 2 (14 to 17 years)	IMMUNISATION Continued		Characteristics Sexually active Daring, ready to take risks Mixing freely with others Needs Stop people taking short-cuts - people should take pains to do the right thing To be responsible to go the whole way to ensure health	Methodology Case studies Visual aids (immunisation cards, etc.)
	2.0 Vaccine and Immunisation	DM
	5.0 Immunisation and Travel
Senior 1 (13 to 16 years)	SECTION I: COMMUNICABLE DISEASES		Characteristics Broadening of horizons, to increase awareness of the wider society Often careless about hygiene Stage at which they themselves can be vulnerable Needs Need to participate in solving problems within the home Basic principles and values of hygiene	Methodology Field visits Group discussions Role plays, charts and pictures Guest speakers, health kits, (stories), etc. CRC Articles 24, 1; 24, 2; 24, 2f SCI
	1.0 Diseases	CT
	3.0 Immunisable diseases	CT, DM, SA
	6.0 Contagious diseases	CT, DM, SA, PS
	8.0 Diarrhoeal diseases	DM, SA, CT, PS
Senior 2 (14 to 17 years)	COMMUNICABLE DISEASES Continued		Characteristics Carefree, since they have left Senior One Developing sexual consciousness Friendship formation with the opposite sex Strong peer influences, share habits and things Involved in domestic chores at home hence, need relevant information, skills and attitudes Need to develop/identify personality and individual convictions Needs Need awareness and guidance, counselling	Methodology Films - “Consequences”, “More Time” Informational - talks, guest speakers and illustrations Health kits Role plays Group discussions CRC Article 24, 3 SCI Problem-solving stories Sara chooses to wait (abstain from sex)
	2.0 Communicable diseases	CT
	2.1 Sexually Transmitted diseases	SA, DM, PS
	2.2 AIDS	CT, PR, EC, AS, CE, DM, EM, NG
	4.0 Water related diseases	CT, DM, PS
	4.1 Communicable water-borne diseases	CT, DM, PS
Senior 3 (15 to 18 years)	COMMUNICABLE DISEASES Continued		Characteristics Higher mental appreciation Anxious about life after school Concerned about academic performance Some are negligent about hygiene, detach themselves from the possibility of falling ill from these diseases Needs Critical thinking and problem-solving skills To appreciate linkages (cause and effect) of diseases Appreciate own role in the prevention of transmission of communicable diseases	Methodology Group discussions, guided discussions Films, video tapes - “Philly Bongoley Lutaaya”, “Consequences”, “More Time”, other AIDS films (Red Cross) Invite PWAs (A/C) Child Rights Convention (CRC) Article 24, 3
	5.0 Vector transmitted diseases	CT, DM, PS
	7.0 Airborne diseases	CT, DM, PS
	7.1 Communicable diseases	CT, DM, PS
	7.2 Non-communicable diseases	CT, DM, PS
	7.3 Prevention and control	CT, DM, PS
Senior 4 (16 to 19 years)	COMMUNICABLE DISEASES Continued		Characteristics Soon going out of school - either for long holiday or forever Due to idleness, they are more prone to sexual activity Anxious about future; some are discouraged after S3 exams/long vacation Needs Develop personal conviction Skills to resist unsafe behaviour Skills to analyse potentially dangerous situations and how to steer clear of them	Methodology Guided discussion Visits to hospitals/health facilities Films, video tapes - “Philly Bongoley Lutaaya”, “Consequences”, AMREF materials Projects Invite PWAs (A/C)
	2.1 STDs	CT, SA, DM, PS, PR, AS
	2.2 AIDS	CT, PR, EC, AS, CE, DM, EM, NG
Senior 2 (14 to 17 years)	SECTION J: NON-COMMUNICABLE DISEASES		Characteristics Sensitive - conscious about sizes and shapes, figures and weight Anxious about relationships, careers, academics Have unrealistic, ambitious goals, expectations (from the world, friends and themselves) Indescriminate reading (magazines, films, etc.)	Methodology Testimonials, stories Case studies, newspapers (Women’s Vision) Group discussions Films Projects about the topic Child Rights Convention (CRC) Article 27, 1 SCI
	1.0 Concept	CT
	1.1 Malnutrition	CT
	1.2 Deficiency diseases	PS, DS, SA
	1.3 Over-nutrition (obesity)	DM, AS, CT, PR
	5.0 Hyper-tension	CT, DM, SA, CE
	6.0 Ulcers	SA, CS
Senior 3 (15 to 18 years)			Characteristics High expectation of life; youth do not think about death (“too young to die”) Tendency to under-estimate the consequences of illness Needs Skills to cope with the realities (hence, negligence) about treatment	Methodology Life experiences, testimonies Group discussions Case studies CRC Articles 27, 1; 24, 2c SCI
	3.0 Allergies
	3.1 Effects and management of allergies	CT, PS, SA
	4.0 Diabetes
	4.1 Common forms of diabetes	DM, PS, SA
	4.2 Effects and management of diabetes	CT, CS, PS, EM, CE
Senior 4 (16 to 19 years)			Characteristics Youth to accept that these things can happen to anyone - learn to handle them Sensitive - if with defect, it influences self-esteem, feel rejected Needs Need to look beyond physical beauty Acceptance, understanding, counselling	Methodology Case studies, life experiences, testimonies Group discussions CRC Articles 27, 1; 24, 2c SCI - develop story
	2.0 Inherited abnormalities	SA, EM, FF, IR
	2.1 Causes, signs and symptoms	AS, SE
	2.2 Prevention and treatment	CT
Senior 1 (13 to 16 years)	SECTION K: MENTAL HEALTH		Characteristics Ignorance about mental illness Superstitions often put forward as explanations Impressionable - not formed beliefs, values and convictions In face of difficulties and problems, they fall back to family beliefs Needs Need to empathise with the mentally ill	Methodology Real-life situations Guest speakers, resource persons (Doctors, Psychiatrists) Training in use of leisure, recreation CRC Articles 23, 1; 24, 3 SCI Case studies
	1.0 Concept of mental health	CT, SA, CS, CE
	1.1 Stress	EM, IR, EC, FF
	1.2 Types/conditions; signs and symptoms; causes and effects	EM, IR, EC, FF
Senior 4 (16 to 19 years)	MENTAL HEALTH Continued		Characteristics Anxious about sexual performance Conflicts between their dreams and the reality Volatile, want independence Other specific traits - too bright, cannot cope Adult-adolescent relationships not ideal, often in conflict Needs To learn to face reality	Methodology Case studies Guest speakers, resource persons Guided and informal group discussions Testimonials CRC Articles 23, 1; 23, 2; 24, 3 SCI Create a story
	2.0
	3.0 Neurotic illnesses	CT, SA, CS
	4.0 Organic psychotic illnesses	CE, EM, IR
	5.0 Psychological disorders	EC, FF, PS
	6.0 Alcoholism and drug abuse	PS, CR
	7.0 Mental disorders with old age	PS, CR
	8.0 Sexual disorders	PS, CR
	9.0 Mental disorders	PS, CR
	10.0 Mental disorders in childhood and adolescence
	10.1 Causes, effects, prevention
	11.0 Mental disorders associated with AIDS
	12.0 Homicide, suicide, attempted suicide
	13.0 Legal, Social aspects of mental disorders
Senior 1 (13 to 16 years)	SECTION L: ORAL HEALTH		Characteristics Age-group is a habit-forming stage Still tied to cultural-background relationship, norms and taboos Swaying between peer influence and sibling ties, cultural Vulnerable Cultural myths and misconceptions still strong on ‘false teeth’ Needs Guidance on how to care for their mouths To be able to cope with peer influence To select cultural practices which will not affect their teeth	Methodology Informational - practicals, demonstrations (i.e. tooth brushing) Experiences (sharing life experiences) Case studies CRC Articles 23; 24 SCI Research (domestic)
	1.0 Concept	CT
	1.1 The mouth	CT, SA
	1.2 Care of the mouth	DM, SA
	2.0 Cultural practices	DM, SA
	3.0 Effects of poor health care	CT, AS, PR, PS
Senior 2 (14 to 17 years)	ORAL HEALTH Continued		Characteristics Eat indiscriminately, active and do not concentrate on real issues Strong peer influences, need to identify and belong Needs Guidance on types of food to eat	Methodology Stories Projects Case studies, testimonies CRC Articles 23; 24 SCI Develop story
	4.0 Diet and oral health	CT, DM, PS
	5.0 Drugs and oral health	PR, EC, SA
Senior 1 (13 to 16 years)	SECTION M: ESSENTIAL DRUGS		Characteristics Not keen on medication hence, take under/improper dosage Information obtained from unauthentic sources Have misconceptions about drugs	Methodology Field visits to observe storage Resource persons Case studies Testimonies, life experiences Guided discussions CRC Articles 23; 24
	1.0 Concept of essential drugs	CT
	1.1 Sources of essential drugs	DM, AS, PS, CR, PR
	2.1 Drug use and doses	CT, PS
	3.5 Storage
Senior 2 (14 to 17 years)			Characteristics Still impressionable and have not formed own convictions	Methodology Resource persons Case studies Group discussions CRC Articles 3; 24
	2.3 Drug storage and labels	DM, PS, Cl
	3.0 Traditional drugs	CT, PR
	3.1 Names of drugs	CT, DM
	3.2 Diseases cured by traditional drugs	CT, DM
	3.3 Sources of traditional drugs	CT, AS, CRT
	3.4 Uses and doses
Senior 3 (15 to 18 years)			Characteristics Peer influences Have a tendency to underestimate the consequences of misuse Still experimental	Methodology Group discussions Guest speakers, guided discussion True life experiences CRC Article 24
	2.0 Pharmaceutical drugs	CT, PR, DM, PS
	2.4 Drug abuse/misuse	SA
Senior 1 (13 to 16 years)	SECTION N: ACCIDENTS AND FIRST AID		Characteristics Adventurous Lack of information, can be careless Active - prone to accidents Experimentation, exploration, curiosity, questioning, looking for answers (cause and effect)	Methodology Demonstrations, discussions and life experiences Guest lecturers CRC Article 24
	1.0 Accidents and first aid. What it is	CT, PR, EC
	2.0 Poisoning	PR, PS
	3.0 Snakes and snake bites	PS, AS
	4.0 Bites and stings	PS, AS
	4.1 Animal bites
	4.2 Common insect bites
	5.0 Burns and scalds
Senior 2 (14 to 17 years)	ACCIDENTS AND FIRST AID Continued		Characteristics Adventurous (games quite risky, e.g. climbing trees) Lack of information, can be careless Active - prone to accidents Experimentation, exploration, curiosity, questioning, looking for answers (cause and effect) Needs Personal and environmental hygiene, and the relationship between the two Engaged in practicals, need to take care Involved in domestic chores	Methodology Practicals, observation in the environment Demonstrations (for first aid) Resource persons Field visits e.g. to health centres/facilities Group discussions CRC Article 24
	4.3 Ticks and spiders	CT, PS
	4.4 Scorpions and centipedes	CT, PS, DM, AS
	5.1 Special types of burns	CT, PS, EM
	6.0 Traffic accidents	AS
	7.0 Wounds and cuts	CT, PS, EC
Senior 3 (15 to 18 years)	ACCIDENTS AND FIRST AID Continued		Characteristics Sensitive age group - disappointment can easily lead to shock (i.e. relationship fantasies) Youth sexually active Needs Need to be aware of HIV/AIDS, since injuries are common Differentiate from normal period discharge from bleeding	Methodology Demonstration, group/class discussions Case studies Role plays CRC Article 24 SCI Develop story
	8.0 Drowning and near drowning	DM, AS, PR
	9.0 Shock	PS, DM, CE
	10.0 Bleeding	PS, CT, CE, SA
Senior 1 (13 to 16 years)	SECTION O: ALCOHOL AND ALCOHOLISM		Characteristics Experimental stage hence, need guidance (i.e. groups trials) Many are surrounded by alcohol brewers Surrounded by people that have abused alcohol, living with alcoholics Needs Knowledge on effects before starting a habit	Methodology Group discussions Role plays Testimonies, life experiences Stories, counselling CRC Article 24 SCI
	1.0 Alcohol	CT, DM
	1.1 Types	CT, DM, PR, AS
	1.2 Use(s)	PS, CRT, CE, CS
Senior 2 (14 to 17 years)	ALCOHOL AND ALCOHOLISM Continued		Characteristics No solid convictions yet (values, beliefs, etc.) The habits Victims of certain environments Needs Living in environments conducive to starting the habits Identity - desire to identify	Methodology Group discussions Role plays Testimonies, life experiences Stories, counselling CRC Article 24 SCI
	1.3 Short term effects	CT, DM, PR, SA
	2.0 Alcoholism
	2.1 Causes and effects of alcoholism	PS, CE, CS, NG
	2.2 Long term effects
Senior 3 (15 to 18 years)	ALCOHOL AND ALCOHOLISM Continued		Characteristics Experimental age group The habits Victims of certain environments Needs Identity - desire to identify No solid convictions yet (values, beliefs, etc.) Living in environments conducive to starting the habits	Methodology Group discussions Role plays Testimonies, life experiences Stories, counselling CRC Article 24 SCI
	1.0 Alcohol	CT, DM, PR, SA
	2.3 Treatment and prevention
Senior 4 (16 to 19 years)	ALCOHOL AND ALCOHOLISM Continued		Characteristics About to get out of school system (rules, protection) Feel a big degree of untampered-with freedom Strong group/peer influences (group, behaviour) Needs Want to become ‘adult’ Want to be recognised	Methodology Guest speaker from a law court, enforcer Group discussion Role plays Testimonies, life experiences Stories, counselling CRC Article 24 SCI
	3.0 Alcohol and the Law	CT, SA, DM, PR
	3.1 Liquor law
	3.2 Other laws pertaining to alcohol
	3.3 Shortcomings of law
Senior 2 (14 to 17 years)	SECTION P: SMOKING		Characteristics Critical stage for habit formation Exploration/experimental stage Peer influence Body changes - emotional, physiological Anxious to become ‘adult’ Emulating role models (film stars, etc.) Needs Want to look mature, sophisticated and independent Want to associate with their peers Need life skills on this habit	Methodology Testimonies, true stories Experiments Case studies Role plays Talk shows Guest speakers - medics Films - effects of smoking Demonstrations CRC Articles 33; 14 SCI Create a story
	1.0 Tobacco
	1.1 Composition of tobacco	PR, CE, CS
	2.0 Different ways of using tobacco	DM, CR
	3.0 Reasons for smoking	SA, AS
	3.1 Smoking as a habit	SE
	4.0 Effects of smoking on a human body
	4.1 Active and passive smoking
	5.0 Characteristics of smokers
	5.1 Drinking of alcohol and smoking
	6.0 How to avoid/stop smoking
	6.1 Campaign against smoking	CT
Senior 2 (14 to 17 years)	SECTION Q: DRUG DEPENDENCE		Characteristics Very adventurous/experimental In search of an identity (group) Body changes - emotional, physical Needs Knowledge on effects of drug dependence and addiction	Methodology Resource persons Case studies Group discussions CRC Articles 33; 34 SCI
	1.0 Drugs, dependence and addictions	SA, CT, SE
	2.0 Causes of drug dependence	DM, PR, AS, CS, CE, EC
Senior 3 (15 to 18 years)			Characteristics Very adventurous/experimental In search of an identity (group) Body changes - emotional, physical Needs Skills to avoid drug dependence	Methodology Resource persons Case studies Group discussions CRC Articles 33; 34; 3, 24 SCI Develop a story
	3.0 Drugs of dependence	CE, PR, SA
	4.0 Consequences of drug dependence	SE, SA
	5.0 Treatment of drug dependence
	6.0 Prevention of drug dependence
Senior 4 (16 to 19 years)			Characteristics Getting on into the world, and may be tempted to traffic drugs (mainly about drug trafficking) Daring and risk-taking age group	Methodology Group discussions Guest lecturers Case studies Talk shows Films and videos CRC Article 33
	7.0 Drug trafficking	CT, DM, AS
	8.0 Drug dependence and the law	PR, FF, CR
	9.0 International cooperation	CR, NG
Senior 2 (14 to 17 years)	SECTION R: TRADITIONAL AND RELIGIOUS BELIEFS		Characteristics Most vulnerable and impressionable by cultural institutions and systems Age group, in search of identity	Methodology Group discussions Focus group discussions CRC Articles 5; 9; 10, 2; 24, 3 SCI
	1.0 Traditional belief	CT, AS, SA
	1.1 Trade beliefs that promote health	DM
	1.2 Traditional belief harmful to health	PR
Senior 3 (15 to 18 years)	TRADITIONAL AND RELIGIOUS BELIEFS Continued		Characteristics Age for cultural rites and passage Very impressionable in terms of spiritual beliefs - heavy peer influence In search of meaning	Methodology Group discussions Case studies (diverse) Role plays (diverse) CRC Article 24, 2 SCI Female genital mutilation (FGM)
	2.0 Religious beliefs	CT
	2.1 Religious belief that promote health	AS, CT, PR, SA
	2.2 Religious beliefs that are harmful to health	AS, CT, PR, SA
Senior 1 (13 to 16 years)	SECTION S: BODY SYSTEMS		Characteristics Take life for granted, ignorance of the body system Needs Understand themselves Understand what happens within themselves	Methodology Informational - illustrations Demonstrations Guest lecturers Visual aids (health kits) Video tapes
	1.0 Body systems	SA, CT
	2.0 Circulatory system	SA, CT
	2.1 The heart	SA, CT
	2.2 The blood vessels	SA, CT
	2.3 Blood	SA, CT
	2.4 Lymphatic system	SA, CT
	2.5 Health aspects	SA, CT
	4.0 Digestive system	SA, CT
	4.1 The food canal	SA, CT
	4.1 Teeth	SA, CT
	4.3 Enzymes	SA, CT
	4.4 Health aspects	SA, CT
Senior 2 (14 to 17 years)	BODY SYSTEMS Continued		Characteristics Very active Needs Need to appreciate body systems and surrounding environment - body postures, reading habits, etc.	Methodology Informational - illustrations Experiments Visual aids (skeleton models, plastic models of body parts, health kits) Films, video tapes Interactive methods
	5.0 Excretory systems	SA, CT
	5.1 The kidneys	SA, CT
	5.2 The skin	SA, CT
	5.3 The lungs	SA, CT
	5.4 Health aspects	SA, CT
	1.0 Musculo-skeletal system	SA, CT
	1.1 The none tissue	SA, CT
	1.2 The axil skeleton	SA, CT
	1.3 The appendicular skeleton	SA, CT
	1.4 Joints	SA, CT
	1.5 The muscle	SA, CT
	1.6 Health aspects	SA, CT
Senior 3 (15 to 18 years)			Characteristics Need to have positive attitudes, names for body parts Pressure of sexual expression/practice Needs Personal hygiene for sexual parts Girls need to know their anatomy Need access to health services Sexual pressures and habits (e.g. masturbation for both sexes)	Methodology Talk shows, films and videos Focus group Law - sex and defilement CRC Children till the age 18 SCI Choosing to wait
	3.0 Respiratory systems
	3.1 Lungs	CT, SA
	3.2 Tissue respiration	DM
	3.3 Health aspects	PR
	6.0 Reproductive systems	SE
	6.1 Male reproductive system
	6.2 Female reproductive system
	6.3 Health aspects
Senior 4 (16 to 19 years)	BODY SYSTEMS Continued		Characteristics Body transition from the familiar ‘child’ body to ‘grown-up’ adult Peer influences and competition Myths and misconceptions, predominant notions Anxious to be adults Needs Knowledge and understanding of themselves	Methodology Talk shows, films and videos Focus group Law - sex and defilement CRC Children till the age 18 SCI Choosing to wait
	8.0 Endocrine
	8.1 Endocrine glands	CT, SA
	8.2 Hormones	SE
	8.3 Health aspects	CE, CS
	7.0 Nervous system	PR
	7.1 Structure and function of nervous system
	7.3 Reproductive health
Senior 3 (15 to 18 years)	SECTION T: HEALTH-SERVICES IN UGANDA		Characteristics Broadening consciousness of wider world Some are in need of health services and facilities Some are responsible for younger siblings at home Needs Need to know where to go for help, and access to services (and reproductive health) Need to value health facilities Information so as to make referrals	Methodology Guest speakers, talks Question-answer discussions Informational/content Research of health services available in their localities CRC Articles 17, a; 24, 1
	1.0 Health services	IR
	2.0 Decline of health services
	4.0 Recovery of health services	CT
	5.0 Current organization	CRT
	5.1 International organizations
	5.2 Local authorities
	5.3 Health care delivery systems
	5.4 Multi-sectoral collaboration