Health Education to Prevent HIV/AIDS & STIs - Department of ...

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Department of Education TVET Division HIV/AIDS & STI Teacher Guide Assessment Criteria 2.1 List the stages of sexual intercourse 2.2 Describe healthy sexual response in men 2.3 Describe healthy sexual response in women 2.4 Discuss common questions and concerns about sex 2.5 List factors that lead to a healthy responsible sex life Learning Outcome 3 Assessment Criteria State the importance of responsible parenthood 3.1 Explain the steps of conception, pregnancy and birth 3.2 Explain the importance of family planning and a small family size 3.3 List family planning methods, their effectiveness, their advantages and disadvantages 3.4 State where to access family planning services 3.5 Explain the most suitable time to become a parent Learning Outcome 4 Assessment Criteria Demonstrate leadership for safer healthier communities. 4.1 Run awareness on HIV/AIDS or STIs in the school or community 4.2 List ways individuals, couples, families, schools, communities and other groups can improve their sexual health 4.3 Explain the importance of equal roles and opportunities for women, girls, boys and men 4.4 Plan individual action plan for a safer healthier sexual life Resource Requirements for the Module See Module 1 26
Department of Education TVET Division HIV/AIDS & STI Teacher Guide Module 1 Basic knowledge of HIV/AIDS & STIs Sample lesson plans Learning outcome 1: Explain what HIV/AIDS is and how people get infected. Lesson 1 By the end of this lesson students can… • Explain the importance of group rules when learning about HIV/AIDS Resources: Scrap paper with the Transmission Game labels, butcher paper for group rules a. Introduction: (30 mins) Transmission Game Prepare in advance 30 (or whatever number of students) small pieces of paper. • Two pieces of paper should be marked with an ‘X’. • Two pieces should be marked with ‘C’. • Two other pieces of paper write ‘Refuse to shake hands’. • On two other pieces of paper write “Only shake hands once”. • On two pieces of paper write “Shake hands with 6 people” • On the remaining pieces of paper, write ‘O’. 1. Randomly distribute a piece of paper to each student, telling them to keep the information on it secret. 2. Make sure each person has a pen or pencil. Ask each student to shake hands with three other students. They should all write down the names of the people they shook hands with on their piece of paper. 3. Gather the group together again and ask them to sit in a circle. Ask the person with the ‘X’ on their piece of paper to stand up. Then ask everyone who shook hands with this person to stand up. Now tell the group to pretend that the ‘X’ person was infected by HIV, and the three people who shook hands with ‘X’ had unprotected sexual intercourse with ‘X’. (Remind the students that this is only pretending and that HIV is not spread through handshakes). 4. Now ask the three students if any of them had a ‘C’ on their pieces of paper. It they did, that means they used a condom, so they did not get infected, and can sit down. 5. The ones standing should then list the names of the three people they shook hands with (had sex with). These people should stand up. Anyone in this group with a ‘C’ (condom card) can sit down again. 6. Those standing then should name the names on their cards, etc. until no other students are called to stand up. At the end, only the people who used condoms (‘C’) cards, and those with the “do not shake hands” instructions which meant “abstain from sex” should be sitting. Often they will also have shaken hands too! (this is peer pressure) 7. Did being faithful protect people (only shake hands once) Why not Reinforce the message of Both being Faithful and Both being tested 27
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