 | Life Skills for Young Ugandans - Primary Teachers' Training Manual (UNICEF, 190 p.) |
 |  | (introduction...) |
| | Foreword |
| | Preface |
| | Acknowledgements |
|  | Section One: The Life Skills Education Initiative |
| | (introduction...) |
| | 1.0 Background |
| | 2.0 What are Life Skills? |
| | 3.0 LIFE SKILLS AND THE PRIMARY SCHOOL CHILD |
| | 4.0 Other supporting activities/strategies |
| | 5.0 Problems and solutions |
| | Section Two: Methodologies and Training Session Activities |
| | (introduction...) |
| | PART A - General Activities |
| | 1.0 INTRODUCTORY AND PREPARATORY ACTIVITIES |
| | 2.0 PARTICIPATORY METHODS |
| | PART B - Specific activities that may be used to focus upon some of the key issues of Life Skills Education |
| | (introduction...) |
| | WORKSHOP A: HOW TO IDENTIFY THE NEEDS OF A 13 YEAR OLD UGANDAN CHILD |
| | WORKSHOP B: WHAT ARE THE PRIORITIES FOR THE EDUCATION OF CHILDREN? |
| | WORKSHOP C: INTRODUCING LIFE SKILLS CONCEPTS |
| | WORKSHOP D: ATTITUDES TO LIFE SKILLS |
| | WORKSHOP E: AIMS OF LIFESKILLS EDUCATION |
| | WORKSHOP F: THE HEALTH PROMOTING SCHOOL |
| | WORKSHOP G: PROMOTING SELF ESTEEM IN SCHOOL |
| | Section Three: Overview of current Primary Teacher’s College Health Education Syllabus and Potential for Development of Life Skills Education |
| | (introduction...) |
| | INTRODUCTION |
| | Section Four: Sample Activities |
| | (introduction...) |
| | 4.1 Unit One - OUR HEALTH |
| | 4.2 Unit Nine - HIV/AIDS |
| | 4.3 Unit Thirteen - FAMILY HEALTH AND SOCIAL PROBLEMS |
| | Section Five: Preparing Your own Units |
| | (introduction...) |
| | 5.1 INTRODUCTION |
| | 5.2 WHAT DOES IT TAKE? |
| | 5.3 SAMPLE LESSON PLANS FOR PRIMARY SCHOOLS |
| | 5.4 SUMMARY |
| | References |
(introduction...)
This section is divided into two parts. Part A looks at activities and methodologies which create a good atmosphere, build unity and openness among the participants and encourage participation. Part B looks at specific workshop activities for introducing life skills training.
SECTION OBJECTIVES
By the end of this section, participants should be able to:
1. Explain the purpose of ice breakers and energisers
2. Use the activities outlined in the section
3. Use life skills approaches and procedures in their daily teaching.
4. Develop simple life skills techniques for dealing with difficult participants during a class
5. Use participatory methodologies to elicit and build on participants’ knowledge and attitudes
6. Use the workshop activities as a means of introducing a training session on lift? skills
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